NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ937820
Record Type: Journal
Publication Date: 2011-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0898-5898
The Disciplinary Constraints of SLA and TESOL: Additive Bilingualism and Second Language Acquisition, Teaching and Learning
May, Stephen
Linguistics and Education: An International Research Journal, v22 n3 p233-247 Sep 2011
For over 15 years now, various commentators have highlighted the 'monolingual bias' inherent in SLA and TESOL research, which invariably constructs bi/multilingualism in deficit terms. In contrast, these critics have advocated an additive bilingual approach to SLA and TESOL, albeit, not as yet to any great effect. In this paper, I explore why so little progress has been made in this area with respect to SLA and TESOL. By drawing on Bourdieu's notion of field, and Bernstein's concepts of classification and framing, I argue that the construction of SLA and TESOL as academic "disciplines" actively delimits the possibilities of developing an additive bilingual approach, although it does not foreclose it. By way of example, I conclude by discussing LEAP, a major web-based professional development resource for teachers, which integrates research in bilingualism and bilingual education with second language teaching and learning. LEAP thus provides a still rare international exemplar that takes seriously the challenge of developing an additive bilingual pedagogy for SLA and TESOL.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A