29.3470, Books: Learning context effects: Pérez-Vidal, Lopez-Serrano, Ament, Thomas-Wilhelm (eds.)

[The LINGUIST List]

LINGUIST List: Vol-29-3470. Mon Sep 10 2018. ISSN: 1069 - 4875.

Subject: 29.3470, Books: Learning context effects: Pérez-Vidal, Lopez-Serrano, Ament, Thomas-Wilhelm (eds.)

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Date: Mon, 10 Sep 2018 17:03:51
From: Sebastian Nordhoff [Sebastian.Nordhoff at langsci-press.org]
Subject: Learning context effects: Pérez-Vidal, Lopez-Serrano, Ament, Thomas-Wilhelm (eds.)

 


Title: Learning context effects 
Subtitle: Study abroad, formal instruction and international immersion classrooms 
Series Title: EuroSLA Studies  

Publication Year: 2018 
Publisher: Language Science Press
	   http://langsci-press.org
	

Book URL: http://langsci-press.org/catalog/book/180 


Editor: Carmen Pérez-Vidal
Editor: Sonia Lopez-Serrano
Editor: Jennifer Ament
Editor: Dakota J. Thomas-Wilhelm

Electronic: ISBN:  9783961100934 Pages:  Price: Europe EURO 0 Comment: Open Access


Abstract:

This book deals with the effects of three different learning contexts mainly
on adult, but also on adolescent, learners’ language acquisition. The three
contexts brought together in the monograph include i) a conventional
instructed second language acquisition (ISLA) environment, in which learners
receive formal instruction in English as a Foreign Language (EFL); ii) a Study
Abroad (SA) context, which learners experience during mobility programmes,
when the target language is no longer a foreign but a second language learnt
in a naturalistic context; iii) the immersion classroom, also known as an
integrated content and language (ICL) setting, in which learners are taught
content subjects through the medium of the target language—more often than not
English, used as the Lingua Franca (ELF).

The volume examines how these contexts change language learners’ linguistic
performance, and also non-linguistic, that is, it throws light on how
motivation, sense of identity, interculturality, international ethos, and
affective factors develop. To our knowledge, no publication exists which
places the three contexts on focus in this monograph along a continuum, as
suggested in Pérez-Vidal (2011, 2014), with SA as ‘the most naturalistic’
context on one extreme, ISLA on the other, and ICL somewhere in between, while
framing them all as international classrooms. Concerning target languages, the
nine chapters included in the volume analyze English, and one chapter deals
with Spanish, as the target language. As for target countries in SA
programmes, data include England, Ireland, France, Germany, and Spain in
Europe, but also Canada, China, and Australia. While the main bulk of the
chapters deal with tertiary level language learners, a language learning
population which has received less attention by research thus far, one chapter
deals with adolescent learners.

The book is available for collaborative reading on PaperHive
https://paperhive.org/documents/items/CxNKQ_GGc0eJ
 



Linguistic Field(s): Language Acquisition


Written In: English  (eng)

See this book announcement on our website: 
http://linguistlist.org/pubs/books/get-book.cfm?BookID=129933




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