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<body class='hmmessage'><div dir='ltr'>I teach SLA at both undergrad and MA level. As texts to provide a good historical overview of the history of SLA research I can recommend Rod Ellis 2008 The Study of Second Language Acquisition (2nd edition), Oxford: Oxford University Press, Rosamund Mitchell and Florence Myles 2012: Second Language Learning Theories, Routledge. As you are concerned with PhD students who may want to delve deeper into the current debates surrounding SLA I would start with the 1997 article by Firth and Wagner<BR><font size="3">On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research in Modern Language Journal <font size="3">Vol. 81, No. 3 (Autumn, 1997), pp. 285-300. I would also consider the responses to this article and the 2007 special edition of the Modern Language Journal which reviews developments (or lack of) brought about by the original Firth and Wagner article. I don't have the details to hand, but a quick google search will find it. </font><BR> <BR>I know this is straying into socio/socio-cognitive aspects of SLA, but I would also recommend David Block, the Social Turn in Second Language Acquisition as it also provides a comprehensive overview of psycholinguistic/cognitive approaches before introducing the social aspect.<BR> <BR>Finally, to bring the suggestions right up to date, I would consider SLA as a dynamic and/or complex system. Try Larsen-Freeman and Cameron, Complex Systems and Applied Linguistics 2010 (Oxford) and articles by de Bot, Lowie and Verspoor on Dynamic Systems Theory. Again, I don't have the citations to hand, but you'll find them on google.<BR> <BR>Hope that helps<BR> <BR>Anne Marie<BR></font> <BR><br> <BR><div><hr id="stopSpelling">Date: Wed, 24 Jul 2013 01:47:28 -0700<br>From: tzurinskas@yahoo.com<br>To: edling@bunner.geol.lu.se<br>Subject: Re: [Edling] Reading list for PhD students in SLA/Ed Ling.<br><br><div style="color: rgb(0, 0, 0); font-family: times new roman, new york, times, serif; font-size: 12pt; background-color: rgb(255, 255, 255);"><div><span>Perhaps PhD students can figure out how to apply "linguistics" to the big new initiative in US education called "common core". Under teaching "phonetics" the only application is in k-1. Do they even know what "phonetics" is. My take is that the only answer is truespel phonetics, which is the only English-based phonetic notation simple enough for kids in k-1. It then is not to be forgotten but expanded to replace dictionary keys as a notation that can actually be useful because it's keyboard and English friendly.</span></div><div style='color: rgb(0, 0, 0); font-family: "times new roman", "new york", times, serif; font-size: 16px; font-style: normal; background-color: transparent;'><span><br></span></div><div class="ecxMsoNormal">How "phonetics"
applied in the US common core education plan? See <a href="http://justpaste.it/comcoreenglish" target="_blank">http://justpaste.it/comcoreenglish</a> . Note that it's not</div><div class="ecxMsoNormal">mentioned in the
"reading" or "writing" sections but in the
"language" section for k-1 and nowhere else. See below</div><div class="ecxMsoNormal"> </div><div class="ecxMsoNormal">Kindergarten -
CCSS.ELA-Literacy.L.K.2d Spell simple words phonetically, drawing on knowledge
of sound-letter relationships.</div><div class="ecxMsoNormal">First grade -
CCSS.ELA-Literacy.L.1.2e Spell untaught words phonetically, drawing on phonemic
awareness and spelling conventions.</div><div style="background-color: transparent;"><span>
</span></div><div class="ecxMsoNormal"> </div><div></div><div> </div><div><font color="#000000" style="font-size: 13px;"><font face="arial, helvetica, sans-serif">Tom Zurinskas</font>, <i>President Truespel Inc.</i></font></div><div><span style="font-size: small;">See truespel phonetics converter at <a href="http://truespel.com/" target="_blank" rel="nofollow"><i>http://truespel.com</i></a></span></div><div><span style="font-size: 13px;">See Tutorials at <i><a href="http://justpaste.it/useit" target="_blank" rel="nofollow">http://justpaste.it/</a>course2</i></span></div><div><span style="font-size: 13px;"><i><br></i></span></div><div> </div><div><br><blockquote style="padding-left: 5px; border-left-color: rgb(16, 16, 255); border-left-width: 2px; border-left-style: solid;"> <div style='font-family: "times new roman", "new york", times, serif; font-size: 12pt;'> <div style='font-family: "times new roman", "new york", times, serif; font-size: 12pt;'> <div dir="ltr"> <hr size="1"> <font face="Arial" size="2"> <b><span style="font-weight: bold;">From:</span></b> Miriam E Ebsworth <mee1@nyu.edu><br> <b><span style="font-weight: bold;">To:</span></b> The Educational Linguistics List <edling@bunner.geol.lu.se> <br> <b><span style="font-weight: bold;">Sent:</span></b> Tuesday, July 23, 2013 7:10 PM<br> <b><span style="font-weight: bold;">Subject:</span></b> [Edling] Reading list for PhD students in SLA/Ed Ling.<br> </font> </div> <div class="ecxy_msg_container"><br><div id="ecxyiv5958847990">Dear Colleagues,<div><br></div><div>I am in the process of compiling a reading list for doctoral students in SLA from an applied linguistics/ psycho/sociolinguistics perspective.</div><div>Any nominations you suggest would be greatly appreciated.</div>
<div><br></div><div>Thank you for your collaboration,<br>Miriam</div><div><div><br></div>-- <br>Miriam Eisenstein Ebsworth, PhD<br>Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies<br>NYU Steinhardt, <div>
*Temporary office: 774 Pless Hall<br>New York, NY 10003<br><br>Research Editor: Journal of Writing and Pedagogy<br>Co-chair, NABE Research SIG<br><br>office phone: (212) 998-5195<br>office fax: (212) 995-4198<br><br><br><br>
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