Week 13: Social dimensions of SLA in FL education & Theories in SLA

This week, we continued the discussion on social dimensions in L2 learning by focusing on foreign language education context on Tuesday, and we had discussed contemporary theories of second language acquisition based on Ortega (2007) on Thursday.


Social dimensions of L2 learning in foreign language education

We had three discussion questions that were prepared by Dr. Ortega. The first one was to define what context is in SLA and to identify social context of L2 learning. The second question was that pointed out how context matter in foreign language settings. The discussion was concluded by the last question, which asked the possibility and necessity of changing contexts of L2 learning in foreign language education.

First, the macro level of L2 learning context was discussed. We came up with broad dichotomous contexts: second language (SL) context and foreign language (FL) context. Such distinction is based on L2 learning environment from a perspective that how the target language(s) is(are) related to linguistic environment of the L2 learner(s). We also discussed smaller L2 learning contexts; classroom or school, home, and workplace was identified as existing L2 learning contexts, and school context includes different sub-contexts by its educational level like K-12 and college. The national policy, public discourses, and ideologies were also discussed in terms of their influence on constitution of the social context of L2 learning. Socioeconomic factors, ethnicity and race, neighborhood (e.g., urban vs. suburban) and a school district were also discussed as social contexts of L2 learning.

These numerous social contexts of L2 learning in FL settings matter in terms of interaction, use, and practice. The aspect of interaction, use, and practice in the target language are different and limited in the FL context. There is a problem of accessibility to resources like native speakers of the target language, materials, and motivating media since they are less available in the FL context. The degree of exposure to the target language and its authenticity are also much less in the FL context. Such limitations and insufficiency of the social context in the FL settings are easy to limit L2 learning. In the FL context, its linguistically homogeneity among the members makes elective bilingualism more salient than circumstantial bilingualism, and it leads to a situation that higher social status is given to the target language speakers or users in the FL setting society compared to the SL context that L2 learners are forced to use the target language.

Such social context in SLA is socially constructed, and they are contested against each other and interplaying within the society. The meaningful discussion point was how social context can be theorized. The theories related to the significance of social contexts in L2 learning were mentioned as Systemic-functional linguistics, conversation analysis, Vygotskian theory, language socialization, and identity theory. The context, education, and research in SLA connected to each other. The social context affects L2 education in FL settings, and SLA research needs to incorporate the values and social impact of the social context of L2 learning. To facilitate L2 learning in FL education, it is necessary to change the social contexts into more L2 friendly environment so that L2 learning can be facilitated in that social context.



Contemporary SLA theories

The discussion on contemporary theories of SLA covered nine theories: Universal Grammar Theory (UG), Autonomous Induction Theory (AIT), Associative-Cognitive CREED Framework, Skill Acquisition Theory, Input Processing Theory, Processability Theory, Concept-Oriented Approach, Interaction Framework, and Vygotskian Sociocultural Theory. We discussed their characteristics and main concepts based on Ortega (2007). Each theory or approach was examined in terms of how it views or understands cognition, interlanguage, the role of L1, linguistic environment, and instruction. These nine contemporary theories were matched with the main researchers in that area.

UG and AIT are very linguistic approach to SLA and cognition. Associative-Cognitive CREED is emergentist approach to SLA and it explains language learning as usage-based, input-driven, and statistical learning patterns. All of Skill Acquisition Theory, Input Processing Theory, Processability Theory, Concept-Oriented Approach, and Interaction Framework are cognitive-interaction SLA perspective. As most of these theories are very psychological, we added socio-approach theories in SLA research which are not mentioned in the chapter: Situated learning with language socialization and community of practice, poststructuralist, dialogism, conversation analysis, and systemic functional linguistics. These were already discussed somewhat in previous classes. These various theories help us to understand second language acquisition in depth. There is no absolute perfect and right theory, however, we can get some valuable insights from each theory and their own perspectives. We will continue the discussion on these theories in the next class.