32.908, Review: Applied Linguistics: Narcy-Combes, Narcy-Combes, McAllister, Leclère, Miras (2020)

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Subject: 32.908, Review: Applied Linguistics: Narcy-Combes, Narcy-Combes, McAllister, Leclère, Miras (2020)

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Date: Fri, 12 Mar 2021 17:00:04
From: Verónica Ghirardotto [vghirardotto at gmail.com]
Subject: Language Learning and Teaching in a Multilingual World

 
Discuss this message:
http://linguistlist.org/pubs/reviews/get-review.cfm?subid=36621137


Book announced at http://linguistlist.org/issues/31/31-972.html

AUTHOR: Marie-Françoise  Narcy-Combes
AUTHOR: Jean-Paul  Narcy-Combes
AUTHOR: Julie  McAllister
AUTHOR: Malory  Leclère
AUTHOR: Grégory  Miras
TITLE: Language Learning and Teaching in a Multilingual World
SERIES TITLE: New Perspectives on Language and Education
PUBLISHER: Multilingual Matters
YEAR: 2020

REVIEWER: Verónica V Ghirardotto, Facultad de Lenguas, Universidad Nacional de Córdoba.

SUMMARY

Multilingualism is a common trait of today’s society at large. Language
Learning and Teaching in a Multilingual World, by Marie-Françoise
Narcy-Combes, Jean-Paul Narcy-Combes, Jullie McAllister, Malory Leclère and
Grégory Miras, suggests that instruction and policies in language learning
should consider the predominant role that plurilingualism is taking, mainly in
Europe, Africa and North America. 

The book is intended for researchers, teachers, and teacher educators in
Second and Foreign Language Acquisition (SLA) and Applied Linguistics.
Nevertheless, the treatment of the topic of plurilingualism is not restricted
to those areas since the authors contend that Psycholinguistics,
Sociolinguistics, Psychology and Neurophysiology shed light on the issue from
a sound interdisciplinary perspective, together with socio-interactionist and
sociocultural theories (Vygotsky 1978), emergentism, and the dynamic systems
theory. Therefore, the target readership extends beyond the fields of SLA and
Applied Linguistics.

The book is organised into three parts which are preceded by an introduction.
This section concisely presents the epistemological position concerning the
different fields mentioned above, which contribute to the multifaceted study
of plurilingual educational settings in a detailed fashion. The introduction
also provides definitions of key concepts, such as multilingualism,
plurilingualism, bilingualism, and diglossia. Additionally, the context and
chapter organization are explained.

Following the introduction, Part 1 includes Chapters 1 through to 7. It
highlights the contention that language learning is substantially based upon
instances of interaction which, in turn, promote cognitive development. Each
chapter is devoted to describing the different fields which feature the design
and implementation of language learning environments and tasks. The authors
state that each of the disciplines and theories can be seen as “crystals of a
kaleidoscope” (p. 16) and they propose to deal with every crystal separately,
ensuring that the independent study of the areas will lead to varied
understandings of multilingualism. Part 1 provides the theoretical foundations
for a better interpretation of the case studies presented in Part 2.

Chapter 1 describes the way in which Neurophysiology, and cognition influence
language development. Modularity and the critical period hypothesis are
revisited. These areas of knowledge enhance the notion that language
development is a complex phenomenon. The authors state that “[h]uman cognition
is thus grounded in human interactions with the physical and social
environment at the micro and macro levels so that it can be said that
‘cognitive structures develop within perception and in action’ (Kitayama et
al. 1997; Pecher & Zwaan 2005, p. 1) and the education systems should take
this fact into account.” (p. 28).

Chapter 2 further explores the connection between Neurophysiology and
plurilingualism. It delves into codeswitching, codemeshing and translanguaging
and contextualises those notions into education. The chapter concludes with a
section on language and identity which is worthy of praise.

Chapter 3 is concerned with multilingual practices and suggests that
“educationalists are now emphasising the benefits of making full use of a
plurilingual repertoire.” (p. 39). Translation and multilingual education are
developed through a complete synthesis on the latest as well as traditional
research which leads to Content and Language Integrated Courses (CLIL) and
multiliteracy applications. The chapter ends with requirements for teachers’
training in multilingual contexts.

Chapter 4 examines relevant constructs in Psycholinguistics and Second
Language Acquisition (SLA). The authors suggest that “some ‘monolingual’
research has led to results that may still prove productive in setting up
tasks in a plurilingual approach if their foundations are reinterpreted.” (p.
50). Several models are explained, such as the interactionist, information
processing, connectionist, and Complex Dynamic Systems Theory, while the
researchers add the functions of attention, mediation, and metareflection in
plurilingual education to the explanation.

Chapter 5 describes and connects culture, identity and affects with language
learning and development; and, additionally, it presents the relationship
between those aspects and cognition. Motivation and the construction of agency
by learners are developed from the point of view of their impact on the
conjoined link between learning and identity. 

Chapter 6 considers the positive impact that information and communication
technology (ICT) has in order to leverage language learning in multilingual
settings. The section also includes a description on the importance of
informal learning and Open Educational Practice. Research on the enhancement
of writing skills through wikis and of speaking skills through
computer-mediated communication (CMC) support the shift to more interactive
and dynamic learner roles and attitudes towards learning than ever before.
Research on writing skills through wikis supports the shift to more
interactive and dynamic learner roles. Furthermore, the development of
speaking skills through computer-mediated communication (CMC) embraces a
change in the outlook towards learning. Telecollaboration and e-tandem
modalities are described. These two practices are based on different types of
tasks – writing autobiographies, reports or syntheses, and conversations are
described in Chapters 12 and 13 - and include cases from university settings,
both at undergraduate and postgraduate levels.

Chapter 7 is the last one in Part 1 and deals with the function of context in
depth, and it indicates the complexities of the construct. As far as learning
languages is concerned, according to Doughty & Long, 2005, p. 6, “researchers
recognise that SLA takes place in a social context and accept that it can be
influenced by that context, both micro and macro. However, language learning
is a matter of change in an individual’s internal mental state.” The chapter
contains a table with context indicators which can be grouped following “the
education system levels” (p. 88), as mentioned by Beacco et al. 2010; Douglas
Fir Group 2016: international (supra), national/regional (macro), school
(meso), class, teaching group or teacher (micro), individual (nano). As a
result of the analysis presented on context, the authors suggest a schema of
contextual indicators at three levels – micro, meso, and macro layers, which
are used in the case studies in Part 2. The authors consider that “(t)he
context will vary as the project unfolds and needs constant redefinition.” (p.
93).

Following, Part 2 builds on Part 1 and presents 37 research projects. The
projects are grouped in Chapters 8 to 15 and depict multilingual learning
contexts from North America, Africa, and Europe. The case studies exemplify
translanguaging, bilingualism, intercomprehension, plurilingualism, and
telecollaboration. They range from primary school level up to academic
settings. Not all the case studies give information on the same aspects
because all of them allude to unique learning contexts. Nevertheless, the
coverage pretends to be exhaustive and yields useful data for researchers and
teachers concerned with the field. Chapter 15 proposes a checklist of the key
factors, or the crystals, to be considered when organising language learning
environments and implementing tasks.

Part 3 establishes a link between theory and practice and provides a framework
for designing language learning environments and tasks based on flexibility
and adaptability. The authors clearly state that they “favour blended learning
environment(s) combining face-to-face activities and group, collaborative or
autonomous online work whenever possible” (p. 188). Chapter 18 offers a model
structured around the task-based approach which considers micro and macro
tasks, and diagrammatically shows the manner in which the model can be adapted
to suit learners’ needs and goals, contextual shifting variables and
curricular and policy guidelines. Additionally, teachers’ and learners’ roles
are specified.

Finally, the concluding remarks are worthy of praise as they sharply restate
the authors’ position and suggest action research or reflective practice to
ensure a better understanding of multilingual contexts. However, the
researchers warn that Applied Linguistics and language education research
offers an incomplete picture. For that reason, they refer to the latest
research on other human sciences, such as Psycholinguistics and
Neurophysiology in Part 1, to describe the various constructs involved in
language learning and teaching in multilingual settings.

EVALUATION

There are three aspects which are important to highlight – the rigorous
scientific value of the analysis given in Part 1, the role of technology
(especially of information and communication technology (ICT) and
computer-mediated communication (CMC)) in Part 2, and the flexibility of the
model proposed in Part 3.

Over the last decades, language teaching and learning has been an issue of
concern for teachers, researchers, psychologists, and other professionals
involved in the study of human cognition and language learning. The book
excels at clearly describing the latest studies on several human disciplines.
It provides full coverage on cognitive development through interesting and
insightful highlights throughout Part 1. 

Another aspect which is worth mentioning is the relevance that information and
communication technology (ICT) and computer-mediated communication (CMC) have
for the development of language learning in multilingual contexts.
Furthermore, the case studies in Part 2 reveal facts which are beneficial for
teachers, researchers, and teacher educators. Even when the results on
language development of some case studies could not be corroborated, the
researchers are explicit about those shortcomings, showing a path for
potential study. The research projects stand out in creativity and the use of
technological resources to aid language learning and to place learners in an
interactive role.

The last dimension about the book which should be emphasised is the mastery
with which the authors propose the model in Part 3. The model for language
learning and teaching plurilingualism is flexible and entirely structured
around the tenet that educational contexts are unique. For that reason,
emergentism and socio-interactionism become of utmost importance. Considering
the model, approaches to teaching, such as blended learning and
telecollaboration propose new and dynamic roles for instructors and students.

All in all, the book is interesting and clear. It coheres throughout all its
chapters, yielding a smooth and pleasant reading and showing the way in which
the researchers move from straightforward objectives from the very beginning.
The authors restate their goals throughout Part 3 and over the conclusions.
The 37 case studies are an open proposition for continuing research, inspiring
teachers, and language educators to try out and explore with students.

REFERENCES

Beacco, Jean-Claude, Byram, Michael, Cavalli, Marisa, Coste, Daniel, Egli
Cuenat, Mirjam, Goullier, Francis & Panthier, Johanna. (Language Policy
Division). 2010. Guide for the Development and Implementation of Curricula for
Plurinlingual and Intercultural Education. Strasbourg: Council of Europe.

Doughty, Catherine & Long, Michael. (eds.). 2005. The Handbook of Second
Language Acquisition. Oxford: Blackwell.

Douglas Fir Group. 2016. A transdisciplinary framework for SLA in a
multilingual world. The Modern Language Journal 100 (51), 19-47.

Kitayama, Shinobu, Markus, Hazel Rose, Matsumoto, Hisaya, Norasakkunkit, Vinai
.1997. Individual and collective processes in the construction of the self:
Self-enhancement in the United States and self-criticism in Japan. Journal of
Personality and Social Psychology 72, 1245-1267.

Pecher, Diane & Zwaan, Rolf. (eds.). 2005. Grounding Cognition: The Role of
Perception and Action in Memory, Language and Thinking. Cambridge: Cambridge
University Press.

Vygotsky, Lev. 1978. Mind and Society: The Development of Higher Psychological
Processes. Cambridge: Harvard University Press.


ABOUT THE REVIEWER

Verónica Ghirardotto holds and MA in Applied Linguistics and another one in
Teaching English as a Foreign Language. She is a teacher and researcher in
English Phonetics and Phonology in the National University of Córdoba,
Argentina. Her research interests are related to English and Spanish prosody
and suprasegmentals to efficiently organize academic discourse.





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