|
|||||
|
Second and Foreign Language Pedagogy This paper traces developments in second and foreign language pedagogy in terms of mutual influences and tensions between language acquisition researchers and classroom practitioners. While highly theorized and decontextualized SLA research frameworks and findings continue to exercise considerable influence on the conceptualization of and practices in language teaching, L2 pedagogy has come to establish an independent position by articulating its own areas of interest and findings, describing critical qualities of the instructed learning process, attending to the societal and institutional context of education, presenting recommendations for improving its practices, and reshaping the preparation of teachers for the complex world of contemporary classrooms. With such a multifaceted and critical stance toward its subject matter L2 pedagogy is contributing to a comprehensive and mature awareness of the nature of instructed L2 learning, one from which both professional communities, researchers and educational practitioners, and, more importantly, future language learners and society stand to benefit.
Bio-statement Heidi Byrnes (Ph.D., Georgetown University) is George M. Roth Distinguished Professor of German at Georgetown University where she has been a full-time faculty member in the German Department since 1977. Her research focus is the acquisition of academic literacy in a second language by adult instructed learners from curricular, pedagogical, and assessment perspectives. Under her initiative the German Department revamped its undergraduate program by using the notion of literacy in order to link content and language acquisition within an integrated four year curricular sequence that uses genre-based approaches to pedagogies and assessment in order to facilitate advanced L2 learning and teaching. Recent edited volumes include: Advanced foreign language learning: A challenge to college programs (2004, with Hiram H. Maxim), Educating for advanced foreign language capacities: Constructs, curriculum, instruction, assessment (2006); and Advanced language learning: The contribution of Halliday and Vygotsky (2006).
|
|||||
|
Please direct questions to aaal2007@indiana.edu * Costa Mesa, California * April 21-24, 2007 |
