Advanced Language Learning

The Contribution of Halliday and Vygotsky

By: Heidi Byrnes (Editor)

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Paperback | 8 December 2008 | Edition Number 1

At a Glance

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288 Pages

Dimensions(cm)
22.86 x 15.24 x 1.91

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'The editor and authors in this volume make a convincing case for focusing on advanced foreign language instruction. Importantly, they invite consideration of this focus as an opportunity to re-examine conventional definitions of the target of instruction. In so doing, readers also learn more about the theories highlighted in this volume, and their capacity to enhance our understanding of advancedness and its development within an educational context. This book thus mediates between linguistic and language learning theories and educational practice, modelling the very best of what applied linguistics has to offer.'

Diane Larsen-Freeman, Professor of Education, University of Michigan.

The reality of multicultural societies and globalization has increased the demand for language abilities that far exceed those that have typically been associated with communicative competence in a second language. This book examines the acquisition of advanced levels of ability in three parts: theoretical; descriptive; and instructional. It moves beyond the traditional constraints of second language acquisition research by linking systemic functional linguistics and sociocultural theory. The contributors draw primarily on the work of Halliday, Vygotsky and Bakhtin, as well as empirical data from the language classroom, to suggest practical applications towards advanced literacy and linguistic competence.

Advanced Language Learning will be of interest to academics researching systemic functional linguistics, second language acquisition and applied linguistics.

Industry Reviews

"The book, however, is not as well balanced in terms of the two perspectives used as theoretical bases, with the majority of the papers taking an SFL outlook rather than an SCT one. In addition, although the compatibility of Hallidayan and Vygotskyan theories is alluded to in several contributions, there is no thorough or extended treatment of how the two theories can complement each other in approaches to advanced language teaching." -Maria C. M. De Guerreo, MLJ Reviews, (Modern Language Journal), Vol. 92 No. 2, 2008

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