Advanced Language Learning

This title examines the need for advanced levels of language learning from socio-cultural and linguistic perspectives.'The editor and authors in this volume make a convincing case for focusing on advanced foreign language instruction. Importantly, they invite consideration of this focus as an opportunity to re-examine conventional definitions of the target of instruction. In so doing, readers also learn more about the theories highlighted in this volume, and their capacity to enhance our understanding of advancedness and its development within an educational context. This book thus mediates between linguistic and language learning theories and educational practice, modelling the very best of what applied linguistics has to offer' - Diane Larsen-Freeman, Professor of Education, University of Michigan.The reality of multicultural societies and globalization has increased the demand for language abilities that far exceed those that have typically been associated with communicative competence in a second language. This book examines the acquisition of advanced levels of ability in three parts: theoretical; descriptive; and instructional. It moves beyond the traditional constraints of second language acquisition research by linking systemic functional linguistics and sociocultural theory. The contributors draw primarily on the work of Halliday, Vygotsky and Bakhtin, as well as empirical data from the language classroom, to suggest practical applications towards advanced literacy and linguistic competence."Advanced Language Learning" will be of interest to academics researching systemic functional linguistics, second language acquisition and applied linguistics.

(Bookdata)

Bli först med att recensera och betygsätt boken Advanced Language Learning - du kan vinna 200 kr varje månad i tävlingen "Månadens recension".

"The book, however, is not as well balanced in terms of the two perspectives used as theoretical bases, with the majority of the papers taking an SFL outlook rather than an SCT one. In addition, although the compatibility of Hallidayan and Vygotskyan theories is alluded to in several contributions, there is no thorough or extended treatment of how the two theories can complement each other in approaches to advanced language teaching." -Maria C. M. De Guerreo, MLJ Reviews, (Modern Language Journal), Vol. 92 No. 2, 2008

(Bookdata)

Heidi Byrnes is Professor of German at Georgetown University.

(Bookdata)

Introduction: What kind of resource is language and why does it matter for advanced language learning?; Part I: Theoretical considerations in advanced instructed learning; 1. Educating for advanced foreign language capacities, Christian M I M Matthiessen; 2. Generalised collective dialogue and advanced foreign language capacities, James V. Wertsch; 3. Re(de)fining language proficiency in light of the concept of "languaculture", James P. Lantolf; Part II: Description and Pedagogy; 4. Languaging, agency and collaboration in advanced language proficiency, Merrill; 5. Grammar as a resource for constructing language logic for advanced language learning, Kazuhiro Teruya; 6. The linguistic features of advanced language use: the grammar of exposition, Mary Schleppegrell; 7. Grammatical metaphor: academic language development in Latino students in Spanish, M. Cecilia Colombi; 8. Creating textual worlds in advanced L2 writing, Marianna Ryshina-Pankova; 9. The dialogic constuction of meaning in advanced L2 writing, Susan Strass, Parastou Feiz, Xuehua Xian, Dessislava Ivanova; 10. Learning advanced French through SF, Alice Caffarel; Part III: Programmatic and curricular issues; 11. Modeling a gerne-based foreign language curriculum, Cori Crane; 12. Advanced Language for intermediate learners, Nick Moore; Index.

(Bookdata)