Dialogue with Bakhtin on second and foreign language learning: new perspectives PDF
Preview Dialogue with Bakhtin on second and foreign language learning: new perspectives
DIALOGUE WITH BAKHTIN ON SECOND AND FOREIGN LANGUAGE LEARNING NEW PERSPECTIVES This page intentionally left blank DIALOGUE WITH BAKHTIN ON SECOND AND FOREIGN LANGUAGE LEARNING NEW PERSPECTIVES Edited by Joan Kelly Hall Pennsylvania State University Gergana Vitanova University of Central Florida Ludmila Marchenkova The Ohio State University LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS 2005 Mahwah, New Jersey London Copyright © 2005 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, without prior written permission of the publisher. Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430 Cover design by Kathryn Houghtaling Lacey Library of Congress Cataloging-in-Publication Data Hall, Joan Kelly. Dialogue with Bakhtin on second and foreign language learning : new perspectives / edited by Joan Kelly Hall, Gergana Vitanova, Ludmila Marchenkova. p. cm. Includes bibliographical references and index. ISBN 0-8058-5021-X (alk. paper) 1. Language and languages—Study and teaching. 2. Bakhtin, M. M. (Mikhail Mikhaaelovich), 1895-1975— Views on foreign language study and teaching I. Vitanova, Gergana. II. Marchenova, Ludmila. III. Title. P51.H288 2004 418'.0071— dc22 2004046968 CIP Books published by Lawrence Erlbaum Associates are printed on acid-free paper, and their bindings are chosen for strength and durability. Printed in the United States of America 1 0 9 8 7 6 5 4 3 2 1 Contents Preface vii Contributors ix 1 Introduction: Dialogue With Bakhtin on Second 1 and Foreign Language Learning Joan Kelly Hall, Gergana Vitanova, and Ludmila Marchenkova PART I: INVESTIGATIONS INTO CONTEXTS OF LANGUAGE LEARNING AND TEACHING 2 Mastering Academic English: International Graduate 11 Students' Use of Dialogue and Speech Genres to Meet the Writing Demands of Graduate School Karen Braxley 3 Multimodal Rerepresentations of Self and Meaning 33 for Second Language Learners in English-Dominant Classrooms Ana Christina DaSilva lddings, John Haught, and Ruth Devlin 4 Dialogic Investigations: Cultural Artifacts in ESOL 55 Composition Classes Jeffery Lee Orr VV vi CONTENTS 5 Local Creativity in the Face of Global Domination: 77 Insights of Bakhtin for Teaching English for Dialogic Communication Angel M. Y. Lin and Jasmine C. M. Luk 6 Metalinguistic Awareness in Dialogue: Bakhtinian 99 Considerations Hannele Dufua and Riikka Alanen 7 "Uh Uh No Hapana": Intersubjectivity, Meaning, 119 and the Self Elizabeth Platt 8 Authoring the Self in a Non-Native Language: 149 A Dialogic Approach to Agency and Subjectivy Gergana Vitanova PART II: IMPLICATIONS FOR THEORY AND PRACTICE 9 Language, Culture, and Self: The Bakhtin-Vygotsky 171 Encounter Ludmila Marchenkova 10 Dialogical Imagination of (Inter)cultural Spaces: 189 Rethinking the Semiotic Ecology of Second Language and Literacy Learning Alex Kostogriz 11 Japanese Business Telephone Conversations 211 as Bakhtinian Speech Genre: Applications for Second Language Acquisition Lindsay Amthor Yotsukura Author Index 233 Subject Index 239 Preface The idea for this volume emerged from our mutual interests in Mikhail Bakhtin and language learning, discovered via discussions begun at the 2002 meeting of the American Association for Applied Linguistics. We found out then that, having read much of his work, we were each quite at tracted to Bakhtin's philosophy of language and interested in exploring its implications for the learning of languages. This volume is a result of our collective desire to share these interests with others in the field. To our knowledge, this volume is the first to explore links between Bakhtin's ideas and second and foreign language learning. With the exception of chapter 7, all the chapters are original, written specifically for this volume. Together, they address a range of contexts, in cluding elementary and university-level English-as-a-second-language and foreign language classrooms and adult language-learning situations outside the formal classroom. Because the chapters are situated within a coherent conceptual framework, we expect them to be of interest to a broad audience of scholars with interests in second and foreign language learning. Moreover, given their significant pedagogical implications, we anticipate that teacher educators and language teachers will also find the volume useful. ACKNOWLEDGMENTS We acknowledge with much gratitude the chapter authors' goodwill in re sponding to our many requests and meeting all deadlines. Their combined efforts in enhancing our understandings of Bakhtin's philosophy and its implications for language learning make a significant contribution to the field of second and foreign language learning. We would also like to thank vii viii PREFACE Naomi Silverman for her constant encouragement and patient assistance and Lori Hawver, Erica Kica and the other folks at Lawrence Erlbaum Asso ciates for their care and attention in bringing the volume to fruition. Thanks must also go to the two reviewers of the manuscript, Diana Boxer, University of Florida and Terry A. Osborn, Universityof Connecticut, who provided much helpful feedback. Finally, we extend our appreciation to family, friends, colleagues, and students, who inspire us to constantly seek out new opportunities for mutual understandings. We are excited to pres ent this volume to readers and look forward to continuing the dialogue. Contributors Riikka Alanen is a senior researcher working at the Centre for Applied Language Studies. She runs a project called "Situated Metalinguistic Awareness and Foreign Language Learning." Her expertise includes Vygotskyan approaches to language learning, and she currently focuses on the notion of transfer in foreign language learning. Karen Braxley received her PhD in TESOL from the University of Geor gia. For the last 6 years she has taught English as a second language in the university's intensive English program and has also worked as a writing tu tor in the university's Learning Center, where she works with graduate and undergraduate students from many different countries. Her research inter ests include ESL composition, qualitative research methodology, and socio cultural theory based on the work of Bakhtin and Vygotsky. Her dissertation focuses on the ways that international graduate students meet the challenge of writing academic English. Ruth Devlin is an artist and writer who teaches primary English Language Learners (ELLs) at Paradise Professional Development School in Las Vegas, NV, and is an adjunct faculty member at the University of Nevada, Las Vegas. She has been teaching and working with ELL students for the past 14 years. She received her MS in Curriculum and Instruction in 1996 and contines maintain her TESOL endorsement. Her research has focused on the connec tions among art, writing, and meaning-making of young language learners as they work in English dominant environments. She has published a book entitled Desert Seasons: A Year in the Mojave (2004, Stephens Press). IX
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