Conceptualizing Language Learners: Socioinstitutional Mechanisms and Their Consequences

Autor/inn/en	Kibler, Amanda K.; Valdés, Guadalupe
Titel	Conceptualizing Language Learners: Socioinstitutional Mechanisms and Their Consequences
Quelle	In: Modern Language Journal, 100 (2016), S.96-116 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12310
Schlagwörter	Second Language Learning; Second Language Instruction; Definitions; Teaching Methods; Classification; Journal Articles; Heritage Education; Native Language; Educational Policy; Instructional Materials; Testing; Accountability + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Begriffsbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Journal article; Zeitschriftenaufsatz; Politics of education; Bildungspolitik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Testdurchführung; Testen; Verantwortung
Abstract	Through examination of one recently manufactured term for language learners (Long-term English Learners) and review of a century of "MLJ" articles, we examine varying "socioinstitutional" conceptualizations of second/foreign/heritage language learners as shaped by educational institutions and related stakeholders over time, given evolving understandings of the practice of language teaching that are directly related to theoretical, political, and institutional discourses. We focus very specifically on constructions of language learners that reflect different views and definitions of language learning, language acquisition/development, and ultimate attainment, examining the intersections of these definitions with formalized language instruction as a particularly significant force for learner categorizations. We argue that formalized language instruction both creates and requires categorizations/classifications of learners that are not neutral and that often have life-impacting consequences for individuals. These constructions of learners, moreover, are shaped by a number of interacting and intersecting mechanisms, including theoretical perspectives, educational policies, informing disciplines, instructional materials, pedagogical traditions, and testing and accountability requirements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01