The evolution of L2 education and research: An overview of paradigm shifts in applied linguistics
Article Sidebar
Main Article Content
Abstract
The main aim of the article is to present and discuss the evolution of L2 education and research expressed in two major paradigm shifts that could be observed over the last century: from the modernist approach, through postmodernism and postmethod, to transmodernity. The article also offers an overview of new approaches and trends in L2 education and research that emerged as a result of those watershed changes, in particular: complexity theory, the ecological approach, transnational identity and translanguaging. The paper ends with a brief discussion on how these changes affected L2 researchers and educators and what implications can be grasped.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Author, submitting a text to the editorial board of the journal “Annales Universitatis Paedagogicae Cracoviensis. Studia Linguistica", certifies that the content of the article has not been published so far and that the work does not violate in any way the copyright or related rights of other person, as well as other rights of third parties, and that no one's rights to the work (or any part thereof) have been missed. After signing the contract, the property rights to the published materials are transferred to the Scientific Publisher of the University of the National Education Commission, Krakow.
“Annales Universitatis Paedagogicae Cracoviensis. Studia Linguistica” is an open access journal, and all its content is made available free of charge to users and institutions under the Creative Commons CC-BY-NC-ND 4.0 license (attribution, non-commercial use, no derivative works). Under this license, the authors agree that their work may be lawfully reused for any purpose, except for commercial purposes, without the prior consent of the author or publisher. Everyone can read, download, copy, print, distribute and process these works, provided that the author's marking and the original publication place are correct. Published texts may not be used to create derivative works (e.g. to translate and publish in another language without the consent of the publisher). This is in line with the BOAI (Budapest Open Access Initiative) definition. "Studia Linguistica" does not charge for submitting or processing articles.
References
Ateljevic I., 2013, Transmodernity: Integrating perspectives on societal evolution, „Futures” 47, 38–48.
Google Scholar
Bauman Z., 1992, Intimations of postmodernity, London and New York: Routledge.
Google Scholar
Bhabha H.K., 1994, The location of culture, Routledge.
Google Scholar
Blommaert J., Rampton B., 2011, Language and superdiversity, „Diversities” 13(2), 1–21.
Google Scholar
Bronfenbrenner U., 1979, The ecology of human development: Experiments by nature and design, Cambridge, MA: Harvard University Press.
Google Scholar
Bronfenbrenner U., 1993, The ecology of cognitive development: Research models and fugitive findings, [in:] Development in context: Acting and thinking in specific environments, R.H. Wozniak and K.W. Fischer (eds.), Hillsdale: Erbaum, 3–44.
Google Scholar
Canagarajah S., 1999, Resisting linguistic imperialism in English teaching, Oxford: Oxford University Press.
Google Scholar
Canagarajah S., 2011, Translanguaging in the classroom: emerging issues for research and pedagogy, „Applied Linguistics Review” 2, 1–28.
Google Scholar
Canagarajah S., 2013, Translingual practice. Global Englishes and cosmopolitan relations, New York: Routledge.
Google Scholar
Canagarajah S., 2018, Translingual practice as spatial repertoires: Expanding the paradigm beyond structuralist orientations, „Applied Linguistics” 39(1), 31–54.
Google Scholar
Cilliers P., 1998, Complexity and postmodernism, London: Routledge.
Google Scholar
Cook G., 2007, A thing of the future: Translation in language teaching, „International Journal of Applied Linguistics” 17(3), 396–401.
Google Scholar
Corson D., 1997, Awareness of non-standard varieties in the schools, [in:] Encyclopedia of language and education, vol. 6: Knowledge about language, L. van Lier, D. Corson (eds.), Amsterdam: Kluwer, 229–240.
Google Scholar
Creese A. and Blackledge A., 2010, Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?, „The Modern Language Journal” 94, 103–115.
Google Scholar
Cvetek S., 2008, Applying chaos theory to lesson planning and delivery, „European Journal of Teacher Education” 31(3), 247–256.
Google Scholar
Duff P. A., 2004, Intertextuality and hybrid discourses: The infusion of pop culture in educational discourse, „Linguistics and Education” 14, 231–276.
Google Scholar
Duff P. A., 2015, Transnationalism, multilingualism, and identity, „Annual Review of Applied Linguistics 35”, 57–80.
Google Scholar
Fredette J., Marom R., Steiner K., Witters L., 2012, The promise and peril of hyperconnectivity for organizations and societies, [in:] The global information technology report 2012: Living in a hyperconnected world, S. Dutta and B. Bilbao-Osorio (eds.), Geneva: World Economic Forum, 113–119.
Google Scholar
Freire P., 1970, Pedagogy of the oppressed, New York: Continuum.
Google Scholar
Freire P., 1974, Education for critical consciousness, New York: Continuum.
Google Scholar
Giroux H. A., 1993, Living dangerously. Multiculturalism and the politics of difference, New York: Peter Lang.
Google Scholar
Godwin-Jones R., 2018, Chasing the butterfly effect: Informal language learning online as a complex system, „Language Learning & Technology” 22(2), 8–27.
Google Scholar
Guilherme M., 2002, Critical citizens for an intercultural world. Foreign language education as cultural politics, Clevedon: Multilingual Matters.
Google Scholar
Halliday M. A. K., 2001, New ways of meaning: The challenge to applied linguistics, [in:] The ecolinguistics reader: Language, ecology and environment, A. Fill and P. Mühlhäusler (eds.), London: Continuum, 175–202.
Google Scholar
Haugen E., 2001, The ecology of language, [in:] The ecolinguistics reader: Language, ecology and environment, A. Fill and P. Mühlhäusler (eds.), London: Continuum, 57–66.
Google Scholar
Hawkins M.R. 2018, Transmodalities and transnational encounters: Fostering critical cosmopolitan relations, „Applied Linguistics” 39(1), 55–77.
Google Scholar
Jenkins J., 2007, English as a lingua franca: Attitudes and identity, Oxford: Oxford University Press.
Google Scholar
Johnson N., 2007, Simply complexity. A clear guide to complexity theory, London: Oneworld Publications.
Google Scholar
Johnson S., 2001, Emergence: The connected lives of ants, brains, cities and software, New York: Fordham University Press.
Google Scholar
Kim S., 2018, “It was kind of a given that we were all multilingual”: Transnational youth identity work in digital translanguaging, „Linguistics and Education” 43, 39–52.
Google Scholar
Kramsch C., 2002, Introduction. ‘How can we tell the dancer from the dance?’, [in:] Language learning and language socialization. Ecological perspectives, C. Kramsch (ed.), London and New York: Continuum, 1–30.
Google Scholar
Kramsch C., 2008, Ecological perspectives on foreign language education, „Language Teaching” 41(3), 389–408.
Google Scholar
Kramsch C., 2011a, The symbolic dimensions of the intercultural, „Language Teaching” 44(3), 354–367.
Google Scholar
Kramsch C., 2011b, Why is everyone so excited about complexity theory in applied linguistics, Mélanges Crapel n°33, 9–24, retreived from: http://194.214.124.224/IMG/pdf/02.pdf
Google Scholar
Kramsch C., 2014, Teaching foreign languages in an era of globalization: Introduction, „Modern Language Journal” 98, 296–311.
Google Scholar
Kramsch C., 2018, Trans-spatial utopias, „Applied Linguistics” 39(1), 108–115.
Google Scholar
Kumaravadivelu B., 2003, Critical language pedagogy: A postmethod perspective on English language teaching, „World Englishes” 22(4), 539–550.
Google Scholar
Kumaravadivelu B., 2006., Understanding language teaching: From method to postmethod, London: Lawrence Erlbaum Associates.
Google Scholar
Lam W.S.E. and Warriner D.S., 2012, Transnationalism and literacy: Investigating the mobility of people, languages, texts, and practices in contexts of migration, „Reading Research Quarterly” 47(2), 191–215.
Google Scholar
Lankiewicz H., 2015, Teacher language awareness in the ecological perspective. A collaborative inquiry based on languaging, Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego.
Google Scholar
Larsen-Freeman D. and Cameron L., 2008, Complex systems and applied linguistics, Oxford: Oxford University Press.
Google Scholar
Larsen-Freeman D., 1997, Chaos/complexity science and second language acquisition, „Applied Linguistics” 18(2), 141–165.
Google Scholar
Larsen-Freeman D., 2017, Complexity theory: The lessons continue, [in:] Complexity theory and language development: In celebration of Diane Larsen-Freeman, L. Ortega, Z. Hong Han (eds.), Amsterdam, Netherlands: John Benjamins, 11–50.
Google Scholar
Larsen-Freeman D., 2018, Looking ahead: Future directions in, and future research into, second language acquisition, „Foreign Language Annals” 51, 55–72.
Google Scholar
Lee M.E., 1997, From Enlightenment to chaos. Toward nonmodern social theory, [in:] Chaos, complexity and sociology, R.A. Eve, S. Horsfall, M.E. Lee (eds.), London: SAGE Publications, 15–29.
Google Scholar
Lewis G., Jones B. and Baker C., 2012, Translanguaging: developing its conceptualisation and contextualisation, „Educational Research and Evaluation” 18(7), 655–670.
Google Scholar
Lyotard J.F., 1984, The postmodern condition: A report on knowledge, Manchester: Manchester University Press.
Google Scholar
Menard-Warwick J., 2008, The cultural and intercultural identities of transnational English teachers: Two case studies from the Americas, „TESOL Quarterly” 42(4), 617–640.
Google Scholar
Mezirow J., 1997, Transformative learning: theory to practice, „New Directions for Adult and Continuing Education”, 5–12.
Google Scholar
Morgan B., 2004, Modals and memories: A grammar lesson on the Quebec referendum on sovereignty, [in:] Critical pedagogies and language learning, B. Norton, K. Toohey (eds.), Cambridge: Cambridge University Press, 158–178.
Google Scholar
Pennycook A., 1998, English and the discourses of colonialism, New York: Routledge.
Google Scholar
Pennycook A., 2006, Postmodernism in language policy, [in:] An introduction to language policy: theory and method, T. Ricento (ed.), Malden, MA: Blackwell, 60–76.
Google Scholar
Pennycook A., 2018, Posthumanist applied linguistics, „Applied Linguistics” 39(4), 445–461.
Google Scholar
Rifkin J., 2005, The European dream: How Europe’s vision of the future is quietly eclipsing the American dream, New York: Penguin Group.
Google Scholar
Sampson R. J. and Pinner R. S. (eds.), 2021, Complexity perspectives on researching language learner and teacher psychology. Bristol, Blue Ridge Summit: Multilingual Matters.
Google Scholar
Schreiber B. R., 2015, “I am what I am”: Multilingual identity and digital translanguaging, „Language Learning & Technology” 19(3), 69–87.
Google Scholar
Smith W. and Higgins M., 2003, Postmodernism and popularisation: The cultural life of chaos theory, „Culture and Organization” 9(2), 93–104.
Google Scholar
Smitherman G., 2004, Language and African Americans: Movin on up a lil higher, „Journal of English Linguistics” 32(3), 186–196.
Google Scholar
Song J., 2012, Globalization, children’s study abroad, and transnationalism as an emerging context for language learning: A new task for language teacher education, „TESOL Quarterly” 45(4), 749–758.
Google Scholar
Spivak G. C., 1985, Can the subaltern speak? Speculations on Widow-Sacrifice, „Wedge” 7(8), 120–130.
Google Scholar
Steffensen S.V., Fill A., 2014, Ecolinguistics: the state of the art and future horizons, „Language Sciences” 41, 6–25.
Google Scholar
Svalberg A., 2007, Language awareness and language learning, „Language Teaching” 40(4), 287–308.
Google Scholar
Szczepaniak-Kroll A., 2009, Transnacjonalizm w kontekście polskim na przykładzie środowiska niemieckich biznesmenów w Poznaniu, „Etnografia Polska” 53(1–2), 91–112.
Google Scholar
Valsiner J., 2014, An invitation to cultural psychology, London: Sage.
Google Scholar
van Lier L., 2002, An ecological-semiotic perspective on language and linguistics, [in:] Language learning and language socialization. Ecological perspectives, C. Kramsch (ed.), London and New York: Continuum, 1–30.
Google Scholar
van Lier L., 2004, The ecology and semiotics of language learning, Boston: Kluwer Academic Publishers.
Google Scholar
Wąsikiewicz-Firlej E., 2016, Język i tożsamość w rodzinie transnarodowej: studium przypadku, „Neofilolog” 47(2), 153–169.
Google Scholar
Zhao S., Flewitt R., 2020, Young Chinese immigrant children’s language and literacy practices on social media: A translanguaging perspective, „Language and Education” 34(3), 267–285.
Google Scholar