A Transdisciplinary Framework for SLA in a Multilingual World

A Transdisciplinary Framework for SLA in a Multilingual World

The Douglas Fir Group proposes a transdisciplinary framework for second language acquisition (SLA), offering four objectives to this proposal: (a) to advance fundamental understandings of language learning and teaching, including understandings of linguistic development in an additional language, ta...

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Bibliographic Details
Published in:The Modern language journal (Boulder, Colo.) Vol. 100; no. S1; pp. 19 - 47
Format: Journal Article
Language:English
Published: Malden Blackwell Publishing Ltd 2016
Wiley Subscription Services, Inc
Subjects:
Applied linguistics
Cognition
Language
Language acquisition
Multilingual instruction
Multilingualism
Nonnative languages
Research design
Second language acquisition
Second language learning
Social interaction
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Summary:The Douglas Fir Group proposes a transdisciplinary framework for second language acquisition (SLA), offering four objectives to this proposal: (a) to advance fundamental understandings of language learning and teaching, including understandings of linguistic development in an additional language, taking into account forces beyond individual learners, (b) to promote the development of innovative research agendas for SLA in the 21st century, (c) to serve as a platform for the development of practical, innovative, and sustainable solutions that are responsive to the challenges of language teaching and learning in our increasingly networked, technologized, and mobile worlds, and (d) to improve communication with a wider range of audiences, especially any and all stakeholders that SLA investigates or whom it hopes to benefit, so they can use SLA work to improve their material and social conditions.
Bibliography:istex:E55E81679F5AFD92D33BF9644B05711E7A80FE46
ArticleID:MODL12301
ark:/67375/WNG-RZVWQ0DT-9
The authors of this article are, in alphabetical order: Dwight Atkinson, University of Arizona; Heidi Byrnes, Georgetown University; Meredith Doran, The Pennsylvania State University; Patricia Duff, University of British Columbia; Nick C. Ellis, University of Michigan; Joan Kelly Hall, The Pennsylvania State University; Karen E. Johnson, The Pennsylvania State University; James P. Lantolf, The Pennsylvania State University; Diane Larsen–Freeman, University of Michigan and University of Pennsylvania; Eduardo Negueruela, University of Miami; Bonny Norton, University of British Columbia; Lourdes Ortega, Georgetown University; John Schumann, UCLA; Merrill Swain, The Ontario Institute for Studies in Education of the University of Toronto; and Elaine Tarone, University of Minnesota.
ISSN:0026-7902
1540-4781
DOI:10.1111/modl.12301