Theories in second language acquisition : an introduction
Author(s)
Bibliographic Information
Theories in second language acquisition : an introduction
（Second language acquisition research : theoretical and methodological issues / Susan M. Gass, Jacquelyn Schac[h]ter, series editors）
L. Erlbaum Associates, 2007
- : pbk
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Note
Includes bibliographical references and indexes
Description and Table of Contents
- Volume
-
: pbk ISBN 9780805857382
Description
Theories in Second Language Acquisition surveys the major theoretical approaches currently used in second language acquisition (SLA) research, providing a systematic and coherent presentation in a single source. Each chapter follows a consistent chapter model constructed around the same set of questions, including "What is the Theory?" "What are the major constructs?" "What counts as evidence?" "What are the common misunderstandings about the theory?" The answers to these questions are written at a basic level by a leading expert in the respective theoretical model. As a result, the volume as a whole presents complex ideas in an accessible manner.
The book's methodical format allows for easy comparison of approaches. Topics of discussion throughout include:
*early theories in SLA;
*linguistic theory, universal grammar, and SLA;
*the concept-oriented approach;
*the associative-cognitive creed;
*skill acquisition theory; and
*processibility theory and autonomous induction.
Intended to serve as an introductory textbook for advanced undergraduate and beginning graduate students, Theories in Second Language Acquisition is an exceptionally thorough resource that effectively expounds the theoretical foundations of the field.
Table of Contents
Contents: Preface. B. VanPatten, J. Williams, Introduction: The Nature of Theories. B. VanPatten, J. Williams, Early Theories in Second Language Acquisition. L. White, Linguistic Theory, Universal Grammar, and Second Language Acquisition. K. Bardovi-Harlig, One Functional Approach to Second Language Acquisition: The Concept-Oriented Approach. N.C. Ellis, The Associative-Cognitive CREED. R. DeKeyser, Skill Acquisition Theory. B. VanPatten, Input Processing in Adult Second Language Acquisition. M. Pienemann, Processability Theory. S.E. Carroll, Autonomous Induction Theory. S.M. Gass, A. Mackey, Input, Interaction, and Output in Second Language Acquisition. J.P. Lantolf, S.L. Thorne, Sociocultural Theory and Second Language Learning. L. Ortega, Second Language Learning Explained? SLA Across Nine Contemporary Theories.
- Volume
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ISBN 9780805859379
Description
The authors in this book use the metaphors of invisibility and visibility to explore the social and school lives of many children and young people in North America whose complexity, strengths, and vulnerabilities are largely unseen in the society and its schools. These "invisible children" are socially devalued in the sense that alleviating the difficult conditions of their lives is not a priority-children who are subjected to derogatory stereotypes, who are educationally neglected in schools that respond inadequately if at all to their needs, and who receive relatively little attention from scholars in the field of education or writers in the popular press.
The chapter authors, some of the most passionate and insightful scholars in the field of education today, detail oversights and assaults, visible and invisible, but also affirm the capacity of many of these young people to survive, flourish, and often educate others, despite the painful and even desperate circumstances of their lives. By sharing their voices, providing basic information about them, and offering thoughtful analysis of their social situation, this volume combines education and advocacy in an accessible volume responsive to some of the most pressing issues of our time. Although their research methodologies differ, all of the contributors aim to get the facts straight and to set them in a meaningful context.
New in the Third Edition: Chapters retained from the previous edition have been thoroughly revised and updated, and five totally new chapters have been added on the topics of:
*young people pushed into the "school-to-prison" pipeline;
*the "environmental landscape" of two out-of-school Mexican migrant teens in the rural Midwest;
*the perceptions and practices, in and outside schools, that construct African American boys as school failures;
*negative portrayals of blackness in the context of understanding the "collateral damage of continued white privilege"; and
*working-class pregnant and parenting teens' efforts to create positive identities for themselves.
Of interest to a broad range of researchers, students, and practitioners across the field of education, this compelling book is accessible to all readers. It is particularly appropriate as a text for courses that address the social context of education, cultural and political change, and public policy, including social foundations of education, sociology of education, multicultural education, curriculum studies, and educational policy.
Table of Contents
Contents: D.E. Purpel, Foreword. Preface. S. Books, Devastation and Disregard: Reflections on Katrina, Child Poverty, and Educational Opportunity. J. Wald, D.J. Losen, Out of Sight: The Journey Through the School-to-Prison Pipeline. V. Polakow, In the Shadows of the Ownership Society: Homeless Children and Their Families. C. Huang, M.I. Silva, It Takes More Than Two Villages to Bring Migrant Teens to School: From Chiapas to the Rural Midwest. C.S. Tobias-Nahi, E.N. Garfield, An Islamic School Responds to September 11. J. Lew, Korean American High School Dropouts: A Case Study of Their Experiences and Negotiations of Schooling, Family, and Communities. C. Igoa, Immigrant Children: Art as a Second Language. S.W. Tutwiler, How Schools Fail African American Boys. M.B. Givens, Constructions of Blackness: A White Woman's Study of Whiteness and Schooling. B. McKinley, J. Brayboy, K.A. Searle, Thanksgiving and Serial Killers: Representations of American Indians in Schools. K.V. Luschen, ''Does This Mean I Can't Be Your Daughter?" Troubling Representations of White Working-Class Teen Mothers. G. Filax, Queer In/visibility: The Case of Ellen, Michel, and Oscar. D. Duggan, Children and Young People Affected by AIDS. B. Hamovitch, Hoping for the Best: "Inclusion" and Stigmatization in a Middle School.
by "Nielsen BookData"