Moving conceptualizations of language and literacy in SLA

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Moving conceptualizations of language and literacy in SLA

In this colloquium, we aim to problematize the concepts of language and literacy in the field that is termed “second language” research and seek ways to critically connect the terms. When considering current day language use for example in various technological environments, we see an increase in scholarship that highlights the mixing and chaining of spoken, written and visual modalities and how written and visual often precede or overrule spoken language. There seems to be a mismatch between current day language practices and conceptualizations of language and literacy in research on (second) language acquisition. When examining children’s first language acquisition, spoken language has been the primary concern in scholarship: a child acquires oral language first and written language follows later, i.e. language precedes literacy. On the other hand, many second or foreign language learners learn mostly through written language or learn spoken and written language at the same time. Thus the connections between spoken and written (and visual) modalities, i.e. between language and literacy, are complex in research on language acquisition, in language education and in language practices. As a consequence of this and in the light of the increasing mobility and linguistic diversity in Europe, in this colloquium, we address the need for a (re)conceptualization of the relation between language and literacy.

Drawing on data from different settings and different age groups, the colloquium “Moving conceptualizations of language and literacy in the field SLA” will explore the interplay between language and literacy and its relation to learning processes and how this shapes educational practices and policies. This implies an explicit engagement with the flows of concepts, categorizations and boundaries that pertain to the domains of language and literacy in and around education. The following types of questions will be engaged with: Who is a second language learner in the Nordic context currently? What are the environments of language and literacy use like in the Nordic contexts? How can we go about studying the interrelation of language and literacy in linguistic practices and learning processes - in and around (second language) education currently?

The papers in this colloquium all address issues related to language, literacy and learning from a social viewpoint focusing attention on language, literacy and learning as social and semiotic practices. With this as a point of departure, we wish to bring together different theoretical and methodological approaches to promote dialogue and open up new unpredicted avenues in second language research.
Antal sider5
StatusUdgivet - 2016
BegivenhedEuroSLA 26 - The Language Campus of the University of Jyväskylä , Jyväskylä, Finland
Varighed: 24 aug. 201627 aug. 2016


KonferenceEuroSLA 26
LokationThe Language Campus of the University of Jyväskylä

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