Best Grad Competition: Engagement, Social Networks, and the Sociolinguistic Performance of Quebec French Learners

Ruivivar, June

doi:10.3138/cmlr-2019-0059

Cited by 3 publications

(2 citation statements)

References 45 publications

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“…These include, in particular, increased extracurricular exposure to the authentic use of French in Francophone environments and increased long-term or targeted curricular exposure to the target language [9][10][11][12][13][14]. These factors also include increased engagement in learning French, which is measured by the frequency, intensity, intellectual demand, and immediacy of the use of French at present (e.g., current curricular and extracurricular exposure) and in the future (e.g., the intent to live and work in a Francophone environment) [15,16].…”

Section: Patterns Of Learners' Sociolinguistic Variant Usementioning

confidence: 99%

Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified Needs

Rehner

Lasan

2023

Education Sciences

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This article explores how teachers’ professional learning about the Common European Framework of Reference (CEFR) can re-orient their reported teaching practices to meet learner-identified sociolinguistic needs. To this end, the article first examines learners’ sociolinguistic needs by exploring the extent to which post-secondary French-as-a-second-language (FSL) learners, who completed their elementary and secondary schooling in Ontario, Canada, believe that they have successfully developed sociolinguistic competence in their target language. Specifically, it considers the learners’ assessment of their sociolinguistic abilities, the types of sociolinguistic skills they wish to develop further, a comparison with their actual sociolinguistic performance, and the ways in which they hope to develop the sociolinguistic skills they feel they lack. Second, the article explores Ontario elementary- and secondary-school FSL teachers’ reported focus on sociolinguistic competence in their teaching after having engaged in intensive and extensive CEFR-oriented professional learning. Specifically, it considers how the teachers’ professional learning influences the sociolinguistic relevance of their planning, classroom practice, and assessment and evaluation. The article concludes by considering whether the degree of “fit” between the learners’ self-identified needs and the teachers’ reports of their re-oriented practices is poised to improve the sociolinguistic outcomes of Ontario FSL learners.

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Section: Patterns Of Learners' Sociolinguistic Variant Usementioning

confidence: 99%

Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified Needs

Rehner

Lasan

2023

Education Sciences

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“…We also know very little about spoken grammar features in languages other than English (and to a lesser extent French). Furthermore, even though spoken grammar is a resource used by proficient speakers for effective communication, there is evidence of L2 users’ reluctance to employ certain conventions commonly found in spoken language, out of a feeling of inauthenticity or non-belonging to the speech community (Soruç & Griffiths, 2015; Ruivivar, 2020). This points to the importance of pedagogical approaches that take learners’ perspectives into consideration.…”

Section: Introductionmentioning

confidence: 99%

Research agenda: Researching grammar teaching and learning in the second language classroom

Collins

Ruivivar

2021

Lang. Teach.

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We propose five research tasks targeting grammar teaching and learning, focusing on extending previous research and exploring under-studied features and contexts. The first two tasks outline replications and extensions of seminal studies on pedagogical grammar, Toth (2008) and Samuda (2001), designed to advance our understanding of the teacher role in providing rich practice opportunities. Another task examines how features of peer interaction during oral communication might encourage attention to grammar among young second language (L2) classroom learners in school-based foreign language programs, a common yet under-studied context. A fourth task investigates the unique properties of spoken grammar across languages and effective approaches for its teaching and learning, and the fifth explores the (re)design and use of corpus-based tools to enhance accessibility and learner autonomy in data-driven grammar learning. Each task is designed to be feasible across a variety of classroom contexts and target languages. We highlight concrete implications for language pedagogy and include suggestions for capturing both learning outcomes and participants’ perspectives on their learning and teaching, using a range of quantitative and qualitative methodologies. We end with some thoughts on repetitive practice for learning certain features of grammar, and recommendations for collaborative research that would encourage greater replication of future studies.

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The application of social network analysis in applied linguistics research: a systematic review

Li,

Gao

2024

Applied Linguistics Review

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Social network analysis (SNA) has recently drawn increasing scholarly attention in applied linguistics research in response to the social turn in the field. In this review, we analyze and identify the methodological characteristics and topical concerns of articles addressing SNA in Social Science Citation Index (SSCI) journals. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we identify a total of 60 articles published between 1980 and 2023. Our analysis reveals that a growing body of research is adopting qualitative and mixed methods to examine the relationships between social networks and language learning, teaching and use. These findings confirm that social context constitutes an essential part of the ecosystem intertwined with various cognitive, social, and psychological factors, which have a synergistic impact on language learning and teaching. While these studies show that social networks afford learners with valuable linguistic, emotional, and social resources, they reveal that networks may also exert negative influences in their learning behaviors in some contexts. We conclude the review with recommendations for future research to broaden the scope of investigations and consider exploring how different types of social networks at meso- and macro-levels may influence the learning and teaching of language.

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Best Grad Competition: Engagement, Social Networks, and the Sociolinguistic Performance of Quebec French Learners

Cited by 3 publications

References 45 publications

Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified Needs

Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified Needs

Research agenda: Researching grammar teaching and learning in the second language classroom

The application of social network analysis in applied linguistics research: a systematic review

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