Firth and Wagner (1997): New Ideas or a New Articulation?

Gass, Susan M.; Lee, Junkyu; Roots, Robin

doi:10.1111/j.1540-4781.2007.00669.x

Cited by 24 publications

(2 citation statements)

References 54 publications

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“…Cook envisioned the different languages that a person speaks as one connected system in which the languages influence one another, rather than as discrete systems in which the second language or foreign language is in isolation from the first or subsequent languages. To better capture contextual and dimensional aspects of language use, Firth and Wagner (1997) suggested that researchers use emic approaches that address individuals' personas in more complete ways and highlight the identities that are most relevant to the setting (Block, 2007;Gass, Lee, & Roots, 2007;Lafford, 2007). Kramsch also suggested a departure from the view of the student of foreign languages as merely a learner of the TL, instead depicting the individual as a multilingual subject (Kramsch, 2006b(Kramsch, , 2009(Kramsch, , 2010Kramsch & Gerhards, 2012) who is created and shaped by language use.…”

Section: Multiple Languages Multiple Identitiesmentioning

confidence: 99%

Students' Perspectives on Communities‐Oriented Goals

White

2016

Foreign Language Annals

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Scholars and professional organizations have described participation in target language (TL) communities as one of the primary aims of language learning, but little work has been done to determine how students define those communities or envision their own involvement within them. This exploratory study drew on questionnaire and interview data to investigate the extent to which beginning‐level learners of German (n = 23) valued the goals that are outlined in the World‐Readiness Standards for Language Learning (National Standards Collaborative Board, 2015)—particularly the Communities‐oriented goals—and examined the ways in which these students delineated a TL community and conceived of participation in that community. Findings suggest that, relative to other goal areas, the items representing the Communities standard on the whole were rated as unimportant to these learners; however, there were some specific aspects of Communities that were rated much more favorably. Regardless of their alignment with those goals, learners' definition of what constituted a TL community focused on native speaker status and geographical location and excluded groups that met in local settings (e.g., German classes).

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Section: Multiple Languages Multiple Identitiesmentioning

confidence: 99%

Students' Perspectives on Communities‐Oriented Goals

White

2016

Foreign Language Annals

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“…That is, these initial reactions tell us very little of how the acceptance or rejection of the text's propositions change diachronically. For example, Firth and Wagner's SLA-focused article (1997) initially incited controversy and "angered" several SLA scholars (Gass, Lee, & Roots, 2007). Their article, however, has over time "crystalized the essence of many of these polemical cognitive-social arguments and provided valuable insights into the perspectives underlying current avenues of SLA research" (Lafford, 2007, p. 744).…”

Section: Reception Studiesmentioning

confidence: 99%

“Teachers are not empty vessels”: A Reception Study of Freeman and Johnson’s (1998) Reconceptualization of the Knowledge Base of Second Language Teacher Education

Lee

Murphy²,

Baker³

2016

TESL Canada

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. (2015). "Teachers are not empty vessels": A reception study of Freeman and Johnson's (1998) reconceptualization of the knowledge base of second language teacher education. Tesl Canada Journal, 33 (1), 1-21."Teachers are not empty vessels": A reception study of Freeman and Johnson' s (1998) reconceptualization of the knowledge base of second language teacher education AbstractThis study traces the reception history of Freeman and Johnson's (1998) widely cited article dedicated to theory and practices of second language teacher education (SLTE). It illuminates the degree to which that article has impacted SLTE theory, research, and potentially instructional practices. The reception study analysis is based on a data set of 413 journal articles, books, book chapters, master's theses, and doctoral dissertations that cited Freeman and Johnson (F&J) between 1999 and 2014. Using an innovative analytical approach combining both Hyland's (1999Hyland's ( , 2004 citation categories and Coffin's (2009) stance framework, we investigate the citation analytics of F&J within this data set, including how it has been cited over time and the stance that citing authors have taken toward F&J's proposals. Although F&J's reconceptualization of the theory and practices of SLTE sparked initial controversy, our findings indicate that F&J's article has not only been accumulating increased attention over time, but their vision for the future of SLTE also has gained greater acceptance and has edged closer to the center of SLTE. The article concludes with a discussion of implications for further reception studies in TESOL/applied linguistics. Keywordsteacher, language, second, base, knowledge, reconceptualization, 1998, johnson, freeman, study, reception, vessels, education, empty, teachers, not Disciplines Education | Social and Behavioral Sciences Publication DetailsLee, J. J., Murphy, J. & Baker, A. (2015). "Teachers are not empty vessels": A reception study of Freeman and Johnson's (1998) Hyland's (1999Hyland's ( , 2004 Pivotal moments in a discipline's history fundamentally revolutionize both its core knowledge base and its future research trajectories. In the field of second language teacher education (SLTE), the publication of Freeman and Johnson's widely cited article, "Reconceptualizing the Knowledge-Base of Language Teacher Education" (1998), is considered one such moment. This cornerstone article is believed to have had a powerful impact on SLTE theory, research, and practice among members of the SLTE community (Faez, 2011;Fleming, Bangou, & Fellus, 2012;Salas, 2007), and those scholars and researchers directly involved in theorizing and researching issues related to SLTE. Freeman and Johnson (F&J) proposed a different view of what constitutes the knowledge base of SLTE, departing from a historical view of a "binary distinction between subject matter and learners" that resulted in a transmission perspective of language education (p. 406). Core components of this new perspective include sources of teacher knowledge, processes o...

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Where Does Research on Classroom Discourse and Interaction Go From Here?

Markee¹

2015

The Handbook of Classroom Discourse and Interaction

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Firth and Wagner (1997): New Ideas or a New Articulation?

Cited by 24 publications

References 54 publications

Students' Perspectives on Communities‐Oriented Goals

Students' Perspectives on Communities‐Oriented Goals

“Teachers are not empty vessels”: A Reception Study of Freeman and Johnson’s (1998) Reconceptualization of the Knowledge Base of Second Language Teacher Education

Where Does Research on Classroom Discourse and Interaction Go From Here?

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