Monolingual Bias in SLA Research

Johnson, Donna M.; Kachru, Yamuna

doi:10.2307/3587564

Cited by 132 publications

(56 citation statements)

References 13 publications

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“…Ideas of translingual practice have long been studied and documented, particularly in the context of social life and in nonWestern nations where societal multilingualism is more frequent and valued. Stephen May (2014) cites the work of Kachru (1994) and Sridhar (1994), both of whom offered early critiques of monolingual bias in second language acquisition research by pointing to the lack of attention given to situations of stable bi/multilingualism. Indeed, preceding and overlapping with the growing attention to translanguaging, a number of other terms describe both the practices of interweaving linguistic features across supposed boundaries, and the ontological position of language as a social practice that users negotiate from a single, complex repertoire.…”

Section: )mentioning

confidence: 99%

Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry

Poza¹

2017

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Section: )mentioning

confidence: 99%

Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry

Poza¹

2017

ucbgse_bre

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“…Vivian Cook's () notion of multicompetence explained how learners parallel‐process the new language with their other repertoires when they acquire it. From this perspective, TESOL scholars have begun to critique the imposition of native speaker norms and proficiency as the target for learners (see Y. Kachru, ; Sridhar, ). Calling it a “comparative fallacy” (p. 189), Cook also argued that we should understand and assess the learning of multilinguals in their own terms rather than measuring them against the proficiency and norms of native speakers and treating multilinguals as always deficient.…”

Section: Trajectories In Pedagogical Domainsmentioning

confidence: 99%

TESOLas a Professional Community: A Half‐Century of Pedagogy, Research, and Theory

Canagarajah

2015

TESOL Quarterly

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This article reviews the developments in significant pedagogical and research domains in TESOL during the 50‐year history of TESOL Quarterly. It situates these developments in the shift from a modernist to postmodern orientation in disciplinary discourses. The article also considers the changes in modes of knowledge dissemination in the journal by examining the changes in locations of research, authorship, article genres, and research methods. While there is an evolving diversity in the disciplinary discourses of TESOL that can appear to be a threat to the field's coherence, the article argues that this diversity can contribute to a more plural knowledge base and constructive disciplinary growth for TESOL.

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“…Acquisition theories and teaching methodologies currently employed in EFL settings are derived mainly from second language research in North America, Britain, and Australia (Holliday, 1994a(Holliday, , 1994bKachru, 1994;Prabhu, 1987;Sridhar, 1994). Adapting and developing theory outside this domain, however, can benefit EFL efforts as well as enrich language motivation constructs (Dörnyei, 1990;Gardner & MacIntyre, 1991;Liu, 1998;Ramage, 1986).…”

Section: Motivation Orientations In Eflmentioning

confidence: 99%

Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation

Chen¹,

Warden²,

Chang³

2005

TESOL Quarterly

205

132

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Language learning motivation plays an important role in both research and teaching, yet language learners are still largely understood in terms of North American and European cultural values. This research explored language learning motivation constructs in a Chinese cultural setting, where large numbers of students are required to study English. In Taiwan, 567 language learners responded to a survey concerning motivation orientation, expectancy, and self‐evaluated skill. Factor analysis and structural equation modeling were used to explore potential relationships within the framework of the process model. Expectancy was found to be an intervening construct between motivation orientations and self‐evaluated skill. The strongest link to expectancy was the required motivation, with the integrative motivation playing no significant role. The context of these findings is discussed in relation to Chinese cultural and educational history and a proposed motivator—the Chinese Imperative. Implications for teaching practice are explained, including the need to reconsider motivation constructs within non‐Western cultural settings.

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Monolingual Bias in SLA Research

Cited by 132 publications

References 13 publications

Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry

Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry

TESOLas a Professional Community: A Half‐Century of Pedagogy, Research, and Theory

Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation

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