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Relationality, Interconnectedness, and Identity: A Process-Focused Approach to Second Language Acquisition and Teaching (SLA/T)

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Title: Relationality, Interconnectedness, and Identity: A Process-Focused Approach to Second Language Acquisition and Teaching (SLA/T)
Language: English
Authors: Dwight Atkinson (ORCID 0000-0002-7460-542X), Jorge Mejía-Laguna (ORCID 0000-0003-2822-0016), Amable Custodio Ribeiro (ORCID 0009-0009-5111-8061), Marco Cappellini (ORCID 0000-0002-2086-061X), Hayriye Kayi-Aydar, Wander Lowie (ORCID 0000-0002-2241-0276)
Source: Modern Language Journal. 2025 109(1):39-63.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Self Concept, Second Language Learning, Second Language Instruction, Teaching Methods, Learning Processes, Computer Mediated Communication, Educational Research, Systems Approach, Learning Theories, Professional Autonomy, Language Teachers
DOI: 10.1111/modl.12982
ISSN: 0026-7902
1540-4781
Abstract: This complex article has six subsections. Following a brief introduction, one team of three co-authors and three single authors present compact statements of their distinctive individual research perspectives on second language acquisition and teaching (SLA/T): Atkinson, Mejía-Laguna, and Ribeiro offer a sociocognitive perspective; Cappellini introduces an eclectic perspective in which online communication is analyzed multimodally; Kayi-Aydar develops a broad-based identity perspective; and Lowie presents a complex dynamic systems theory perspective on SLA/T. In the final subsection of this article, the six authors investigate together how their different perspectives might synergize with and complement each other. Conceptually, they develop five main points: (a) SLA/T is a process, (b) SLA/T is relational and ecological, (c) SLA/T occurs on multiple temporal dimensions and analytical levels, and (d) SLA/T is multimodal and embodied. Methodologically, they find common ground in multimethods and case-based research approaches covering a range of different timescales. Pedagogically, they acknowledge the diversity of educational environments around the world, support local autonomy for teachers, and understand learning as emergent.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460616
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Relationality, Interconnectedness, and Identity: A Process-Focused Approach to Second Language Acquisition and Teaching (SLA/T)
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  Data: <searchLink fieldCode="AR" term="%22Dwight+Atkinson%22">Dwight Atkinson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7460-542X">0000-0002-7460-542X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jorge+Mejía-Laguna%22">Jorge Mejía-Laguna</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2822-0016">0000-0003-2822-0016</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amable+Custodio+Ribeiro%22">Amable Custodio Ribeiro</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-5111-8061">0009-0009-5111-8061</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marco+Cappellini%22">Marco Cappellini</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2086-061X">0000-0002-2086-061X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hayriye+Kayi-Aydar%22">Hayriye Kayi-Aydar</searchLink><br /><searchLink fieldCode="AR" term="%22Wander+Lowie%22">Wander Lowie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2241-0276">0000-0002-2241-0276</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Modern+Language+Journal%22"><i>Modern Language Journal</i></searchLink>. 2025 109(1):39-63.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 25
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  Data: <searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Systems+Approach%22">Systems Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Autonomy%22">Professional Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink>
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  Data: 10.1111/modl.12982
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  Data: 0026-7902<br />1540-4781
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  Data: This complex article has six subsections. Following a brief introduction, one team of three co-authors and three single authors present compact statements of their distinctive individual research perspectives on second language acquisition and teaching (SLA/T): Atkinson, Mejía-Laguna, and Ribeiro offer a sociocognitive perspective; Cappellini introduces an eclectic perspective in which online communication is analyzed multimodally; Kayi-Aydar develops a broad-based identity perspective; and Lowie presents a complex dynamic systems theory perspective on SLA/T. In the final subsection of this article, the six authors investigate together how their different perspectives might synergize with and complement each other. Conceptually, they develop five main points: (a) SLA/T is a process, (b) SLA/T is relational and ecological, (c) SLA/T occurs on multiple temporal dimensions and analytical levels, and (d) SLA/T is multimodal and embodied. Methodologically, they find common ground in multimethods and case-based research approaches covering a range of different timescales. Pedagogically, they acknowledge the diversity of educational environments around the world, support local autonomy for teachers, and understand learning as emergent.
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  Data: 2025
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  Data: EJ1460616
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      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Learning Processes
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      – SubjectFull: Language Teachers
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      – TitleFull: Relationality, Interconnectedness, and Identity: A Process-Focused Approach to Second Language Acquisition and Teaching (SLA/T)
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