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Bringing together an international team of scholars from various linguistic areas, theoretical viewpoints, and educational contexts, this book makes the case for strengthening the role of linguistics in second language (L2) teaching and learning. Seeing first-hand themselves how the strengths and tools of the science of language contribute greatly to pedagogical effectiveness in the L2 classroom, the authors of each chapter lay out the strengths of linguistics for L2 teaching and learning with examples, case studies, research, anecdotal evidence, illustrations, and sample activities for the language classroom. The book argues as well for the place of L2 theory and data in linguistic inquiry and linguistics education. Bringing these disparate disciplines together around the shared reality of language itself has great promise of mutual benefit. Accessibly written with readers from both disciplines in mind, each chapter includes recommended readings and discussion questions intended to spark conversations across the disciplines.
Sommario
Table of contents; List of figures; List of tables; Acknowledgements; Contributors; Introduction: Setting the stage Kathy L. Sands, Lynn Santelmann, Marni Jo Petray, Gaillynn D. Clements; 1. Where are we now? The status of linguistics in US master's-level L2 teacher training programs Marnie Jo Petray and Gaillynn D. Clements; 2. The strengths of functional-typological linguistics in l2 perspective Erik Andvik; 3. Form follows function: systemic functional linguistics for l2 teaching and learning Philip Chappel and Melissa Reed; 4. Incorporating formal language analysis in the language teacher curriculum Teresa O'Neill and Gita Martohardjono; 5. Linguistic foundations for l2 pronunciation teaching Kathy L. Sands; 6. Why morphosyntax matters to second language teaching and learning Erik Andvik; 7. Discourse and pragmatics: an l2 affair to remember Weihua Zhu; 8. Why conversation analysis matters to l2 teaching and learning John Hellermann and Steven L. Thorne; 9. Sociolinguistics and second language teaching and learning Gregory R. Guy; 10. Why corpus linguistics matters to l2 teaching and learning Phoebe Lin; 11. The critical role of linguistics in teacher preparation Sung K. Park-Johnson and Sarah J. Shin; 12. Why linguistics matters to second language teaching in k-12 Ian Connally, Alissa Bratz, Victoria Kirgesner-Hunsicker, Jonathan Mangar and Cristina Procaccino; 13. Why teach linguistics to l2 learners: evidence from the WWU Spanish language program Jordan Sandoval and Kirsten Drickey; 14. Why second language acquisition should be a part of linguistics education Lynn Santelmann; Conclusion: where do we go from here? Marnie Jo Petray, Gaillynn D. Clements and Lynn Santelmann.
Info autore
Kathy L. Sands' professional interests center around phonetics, phonology, typology, L2 pronunciation, and fieldwork. She has taught at Biola University and Oregon SIL, and abroad. Dr. Sands holds a PhD in Linguistics from UC Santa Barbara and is the author of Patternings of Vocalic Sequences in the World's Languages (2004).Marnie Jo Petray is Professor of TESOL and Director of the Graduate TESOL Program at Slippery Rock University of Pennsylvania. She has authored numerous book chapters, peer-reviewed journal articles, and co-edited Linguistic Discrimination in US Higher Education (Routledge, 2021). Her research interests include linguistic discrimination and linguistic pedagogy.Gaillynn Clements is Lecturing Fellow at Duke University and her new research focuses on gender and language in regard to medical narratives. She has published on Southern United States English, gendered speech, linguistic discrimination, and the scholarship of teaching and learning in linguistics. She is co-editor of Linguistic Discrimination in US Higher Education (Routledge, 2021).Lynn M. Santelmann is Professor of Applied Linguistics at Portland State University and teaches in an MA TESOL program. She is co-editor of The Cambridge Introduction to Applied Linguistics (2020). Her interests include language acquisition, language and learning, linguistic diversity in higher education, and the scholarship of teaching and learning.
