Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-25T19:08:06.796Z Has data issue: false hasContentIssue false
  • English
  • Français

Research in the Doctoral Program in Second Language Acquisition at the University of Wisconsin-Madison

Published online by Cambridge University Press:  26 August 2011

Peter I. De Costa ,
Carolina Bernales  and
Margaret Merrill
Peter I. De Costa
Affiliation:
Graduate School of Translation, Interpretation, and Language Education, Monterey Institute of International [email protected]
Carolina Bernales
Affiliation:
[email protected]
Margaret Merrill
Affiliation:
[email protected]
Get access Rights & Permissions [Opens in a new window]

Extract

Faculty and graduate students in the Doctoral Program in Second Language Acquisition (SLA) at the University of Wisconsin-Madison engage in a broad spectrum of research. From Professor Sally Magnan's research on study abroad and Professor Monika Chavez's work in foreign language policy through Professor Richard Young's examination of language-in-interaction, Professor Jane Zuengler's investigation of language socialization, Professor Diana Frantzen's research in second language (L2) vocabulary acquisition and linguistic analysis of literature, to Professor Catherine Stafford's investigation of processes involved in Spanish-English bilinguals’ acquisition of a third language (L3), our research interests encompass much of the SLA field.

Type
Research in Progress
Information
Language Teaching , Volume 44 , Issue 4 , October 2011 , pp. 542 - 548
Copyright
Copyright © Cambridge University Press 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Back, M. (in press). Legitimate peripheral participation and language learning: Two Quichua learners in a transnational community. Language Learning.Google Scholar
Chavez, M. (2006). Classroom-language use in teacher-led instruction and teachers’ self-perceived roles. International Review of Applied Linguistics 44.1, 55–108.CrossRefGoogle Scholar
Chavez, M. (2007). Students’ and teachers’ assessments of the need for accuracy in the oral production of German as a foreign language. The Modern Language Journal 91.4, 537–563.CrossRefGoogle Scholar
Chavez, M. (2009). Learners' descriptions of German pronunciation, vocabulary, and grammar: A folk linguistic account. Die Unterrichtspraxis/Teaching German 42.1, 31–43.CrossRefGoogle Scholar
Cho, S. (2010). Academic biliteracy challenges: Korean scholars in the United States. Journal of Second Language Writing 19.2, 82–94.CrossRefGoogle Scholar
Cole, K. & Zuengler, J. (eds.). (2008). The research process in classroom discourse analysis: Current perspectives. New York: Lawrence Erlbaum.Google Scholar
De Costa, P. I. (2010a). Language ideologies and standard English language policy in Singapore: Responses of a ‘designer immigrant’ student. Language Policy 9.3, 217–239.CrossRefGoogle Scholar
De Costa, P. I. (2010b). Reconceptualizing language, language learning, and the adolescent immigrant language learner in the age of postmodern globalization. Language and Linguistics Compass 4.9, 769–781.CrossRefGoogle Scholar
De Costa, P. I. (2010c). From refugee to reformer: A Bourdieusian take on a Hmong learner's trajectory. TESOL Quarterly 44.3, 517–541.CrossRefGoogle Scholar
Drewelow, I. (in press). American learners of French and their stereotypes of the French language and people: A survey and its implications for teaching. The French Review.Google Scholar
Frantzen, D. (2009). Lazos: Gramática y vocabulario a través de la literatura. Upper Saddle River, NJ: Pearson Prentice Hall.Google Scholar
Frantzen, D. (2010). Evidence of incremental vocabulary learning in advanced L2 Spanish learners. In Chacón-Beltrán, R., Abello-Contesse, C. & Torreblanca, M. M.-López (eds.), Further insights into non-native vocabulary teaching and learning. Bristol, UK: Multilingual Matters, 126–142.CrossRefGoogle Scholar
Garrett, P. & Young, R. F. (2009). Theorizing affect in foreign language learning: An analysis of one learner's responses to a communicative Portuguese course. The Modern Language Journal 93.2, 209–226.CrossRefGoogle Scholar
Geyer, N. (2010). Teasing and ambivalent face in Japanese multiparty discourse. Journal of Pragmatics 42.8, 2120–2130. doi:10.1016/j.pragma.2009.12.015CrossRefGoogle Scholar
Hawkins, M. (ed.). (2011). Social justice language teacher education. Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Hawkins, M. & Norton, B. (2009). Critical language teacher education. In Richards, J. & Burns, A. (eds.), The Cambridge guide to second language teacher education. New York: Cambridge University Press, 30–39.CrossRefGoogle Scholar
Kim, S. (2009). Thinking-for-speaking patterns of Korean ESL speakers in L2 speech and gesture in motion events. Studies in English Education 14.2, 109–127.Google Scholar
Lee, J. (2008). Gesture and private speech in second language acquisition. Studies in Second Language Acquisition 30.2, 169–190.CrossRefGoogle Scholar
Lee, S. J. & Hawkins, M. R. (2008). ‘Family is here’: Learning in community-based after-school programs. Theory Into Practice 47.1, 51–58.CrossRefGoogle Scholar
Magnan, S. & Back, M. (2006). Requesting help in French: Developing pragmatic features during study abroad. In Wilkinson, S. (ed.), Insights from study abroad for language programs. Boston: Heinle, 22–44.Google Scholar
Magnan, S. & Back, M. (2007). Social interaction and linguistic gain during study abroad. Language Annals 40, 43–61.Google Scholar
Miller, E. R. & Zuengler, J. (in press). Negotiating access to learning through resistance to classroom practice. The Modern Language Journal.Google Scholar
Mori, J. (2010). Learning language in real time: A case study of the Japanese demonstrative pronoun are in word search sequences. Pragmatics and Language Learning 12. Honolulu, HI: University of Hawaii Press.Google Scholar
Mori, J. & Hasegawa, A. (2009). Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events. International Review of Applied Linguistics in Language Teaching 47.1, 65–94.CrossRefGoogle Scholar
Mori, J. & Ohta, A. S. (eds.). (2008). Japanese applied linguistics: Discourse and social perspectives. London: Continuum.Google Scholar
Murphy, D., Magnan, S., Back, M. & Garrett-Rucks, P. (2009). Reasons students take courses in less commonly taught and more commonly taught languages. Journal of the National Council of Less Commonly Taught Languages 7, 45–80.Google Scholar
Stafford, C. (in press). Bilingualism and enhanced attention in early childhood. International Journal of Bilingual Education and Bilingualism.Google Scholar
Stafford, C., Sanz, C. & Bowden, H. W. (in press). An experimental study of early L3 development: Age, bilingualism and classroom exposure. International Journal of Multilingualism.Google Scholar
Tochon, F. V. (2009). The key to global understanding: World languages education. Why schools need to adapt. Review of Educational Research 79.2, 650–681.CrossRefGoogle Scholar
Worth, R. (2007). Before and after 10: Change in learners' attitudes in the Italian as foreign language classroom. In Siskin, J. (ed.), From thought to action: Exploring beliefs and outcomes in the foreign language program. AAUSC Volume 2007. Boston: Heinle, 155–185.Google Scholar
Worth, R. (2008). Foreign language resistance: Discourse analysis of online peer interaction. In Magnan, S. (ed.), Mediating discourse online. Amsterdam: John Benjamins, 245–271.CrossRefGoogle Scholar
Young, R. F. (2008). Language and interaction: An advanced resource book. New York: Routledge.Google Scholar
Young, R. F. (2009). Discursive practice in language learning and teaching. Malden, MA: Wiley-Blackwell.Google Scholar
Young, R. F. & Miller, E. R. (2004). Learning as changing participation: Negotiating discourse roles in the ESL writing conference. The Modern Language Journal 88.4, 519–535.CrossRefGoogle Scholar
Zuengler, J. (in press). Performing ‘national’ practices: Identity and hybridity in immigrant youths' communication. In Higgins, C. M. (ed.), Negotiating the self in a second language: Identity formation and cross-cultural adaptation in a globalizing world. Berlin: Mouton de Gruyter.Google Scholar