Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-76fb5796d-vvkck Total loading time: 0 Render date: 2024-04-28T07:47:18.335Z Has data issue: false hasContentIssue false

15 - Language Learning and Assessment in Context

from Part IV - Applications of Context Studies

Published online by Cambridge University Press:  30 November 2023

By
Dale Koike  and
Elisa Gironzetti
Edited by
Jesús Romero-Trillo
Jesús Romero-Trillo
Affiliation:
Universidad Autónoma de Madrid
Get access

Summary

In this chapter, we discuss historical, methodological, and social issues pertaining to the relationship between context and language learning and assessment in first, second, and heritage languages (henceforth, L1, L2, and HL, respectively). We begin with an overview of the contextual factors that shape L1 development and discuss issues of language policy in formal L1 educational contexts. In the second and third sections, we briefly review the development of the fields of L2 learning and assessment, with attention to contextual happenings and trends that have affected them, and discuss psychological, social, cultural, and literacy-based approaches to language learning. In the fourth section, we examine the case of HL learners as an example of how context affects the development and maintenance of the HL in both informal (e.g., how young children acquire the HL) and formal settings (e.g., how current L2 teaching methods are not adequate to teach HL learners). The chapter concludes with a discussion of what we see as possible future trends and directions in the fields.

Keywords

language learningassessmentL1L2heritage languageteaching
Type
Chapter
Information
The Cambridge Handbook of Language in Context , pp. 331 - 352
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adair‐Hauck, B., Glisan, E. W., Koda, K., Swender, E. B., and Sandrock, P. (2006). The Integrated Performance Assessment (IPA): Connecting assessment to instruction and learning. Foreign Language Annals, 39(3), 359–382.CrossRefGoogle Scholar
Austin, J. (1962). How to Do Things with Words. Cambridge, MA: Harvard University Press.Google Scholar
Baugh, J. (2000). Beyond Ebonics: Linguistic Pride and Racial Prejudice. Oxford: Oxford University Press.CrossRefGoogle Scholar
Belpoliti, F., and Gironzetti, E. (2018). Hablantes de herencia. In Muñoz-Basols, J., Gironzetti, E., and Lacorte, M. (eds.), The Routledge Handbook of Spanish Language Teaching: Metodologías, Contextos y Recursos para la Enseñanza del Español L2 (pp. 447–462). London: Routledge.Google Scholar
Bialystok, E. (1997). The structure of age: In search of barriers to second language acquisition. Second Language Research, 13(2), 116–137.CrossRefGoogle Scholar
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Bristol: Multilingual Matters.Google Scholar
Byram, M. (2021). Teaching and Assessing Intercultural Communicative Competence. Revisited. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Canale, M., and Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1–47.CrossRefGoogle Scholar
Chamot, A., Barnhardt, S., El-Dinary, P., and Robbins, J. (1999). The Learning Strategies Handbook. Boston, MA: Addison Wesley Longman.Google Scholar
Chomsky, N. (1959). A review of B. F. Skinner’s Verbal Behaviour. Language, 35(1), 26–58.Google Scholar
Coleman, A. (1929). The Teaching of Modern Foreign Languages in the United States: A Report Prepared for the Modern Foreign Language Study (Vol. 12). New York: Macmillan.Google Scholar
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg: Council of Europe.Google Scholar
Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion volume. Strasbourg: Council of Europe.Google Scholar
Curtiss, S., Fromkin, V., Krashen, S., Rigler, D., and Rigler, M. (1974). The linguistic development of Genie. Language, 50(3), 528–554.CrossRefGoogle Scholar
Deardorff, D. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266.CrossRefGoogle Scholar
Deardorff, D. (2009). The SAGE Handbook of Intercultural Competence. Thousand Oaks, CA: SAGE.CrossRefGoogle Scholar
DeKeyser, R., and Larson-Hall, J. (2005). What does the critical period really mean? In Kroll, J. F. and de Groot, A. M. B. (eds.), Handbook of Bilingualism: Psycholinguistic Approaches (pp. 109–127). Oxford: Oxford University Press.Google Scholar
Donato, R., and Adair-Hauck, B. (2016). PACE: A story-based approach for dialogic inquiry about form and meaning. In Shrum, J. and Glisan, E. (eds.), Teacher’s Handbook: Contextualized Foreign Language Instruction, 5th ed. (pp. 206–230). Boston, MA: Cengage Learning.Google Scholar
Duff, P. (2008). Heritage language education in Canada. In Brinton, D., Kagan, O., and Bauckus, S. (eds.), Heritage Language Education (pp. 71–90). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Ellis, R. (1989). Understanding Second Language Acquisition. Oxford: Oxford University Press.Google Scholar
Erickson, F. (2004). Origins: A brief intellectual and technological history of the emergence of multimodal discourse analysis. In LeVine, P. and Scollon, R. (eds.), Discourse and Technology. Multimodal Discourse Analysis (pp. 196–207). Washington, DC: Georgetown University Press.Google Scholar
Extra, G., and Yagmur, K. (2002). Language Diversity in Multicultural Europe: Comparative Perspectives on Immigrant Minority Languages at Home and at School. Paris: UNESCO/The Most Programme.Google Scholar
Fairclough, M. (2016). Incorporating additional varieties to the linguistic repertoires of heritage language learners. In Beaudrie, S., Fairclough, M., and Roca, A. (eds.), Innovative Strategies for Heritage Language Teaching (pp. 143–165). Washington, DC: Georgetown University Press.Google Scholar
Fishman, J. (2001). 300-plus years of heritage language education in the United States. In Peyton, J. K., Ranard, D. A., and McGinnis, S. (eds.), Heritage Languages in America: Preserving a National Resource (pp. 81–98). Washington, DC/McHenry, IL: Center for Applied Linguistics & Delta Systems.Google Scholar
Frawley, J., and Lantolf, J. P. (1985). Second language discourse: A Vygotskyan perspective. Applied Linguistics, 6, 19–44.CrossRefGoogle Scholar
Freire, P. (1970). Pedagogy of the Oppressed. New York: Seabury Press.Google Scholar
García, M., and Castro, S. (2011). Blowout! Sal Castro and the Chicano Struggle for Educational Justice. Chapel Hill, NC: University of North Carolina Press.Google Scholar
Gironzetti, E., and Belpoliti, F. (2018). Investigación y pedagogía en la enseñanza del español como lengua de herencia (ELH): Una metasíntesis cualitativa. Journal of Spanish Language Teaching, 5, 16–34.CrossRefGoogle Scholar
Hatch, E. (1978). Discourse analysis and second language acquisition. In Hatch, E. (ed.), Second Language Acquisition (pp. 401–435). Rowley, MA: Newbury House. Google Scholar
Johnson, D. C. (2011). Critical discourse analysis and the ethnography of language policy. Critical Discourse Studies, 8(4), 267–279.CrossRefGoogle Scholar
Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.Google Scholar
Krashen, S., and Terrell, T. (1983). The Natural Approach: Language Acquisition in the Classroom. New York: Macmillan.Google Scholar
Krogstad, J. M., and López, M. (2017). Use of Spanish Declines among Latinos in Major U.S. Metros. www.pewresearch.org/fact-tank/2017/10/31/use-of-spanish-declines-among-latinos-in-major-u-s-metros/.Google Scholar
Kumaravadivelu, B. (2006a). Understanding Language Teaching: From Method to Postmethod. Mahwah, NJ: Lawrence Erlbaum.CrossRefGoogle Scholar
Kumaravadivelu, B. (2006b). TESOL methods: Changing tracks, challenging trends. TESOL Quarterly, 40(1), 59–81.CrossRefGoogle Scholar
Leeman, J. (2012). Investigating language ideologies in Spanish as a heritage language. In Beaudrie, S. and Fairclough, M. (eds.), Spanish as a Heritage Language in the United States: The State of the Field (pp. 43–59). Washington, DC: Georgetown University Press.Google Scholar
Lenneberg, E. (1967). Biological Foundations of Language. New York: Wiley.CrossRefGoogle Scholar
Liddicoat, A., and Scarino, A. (2013). Intercultural Language Teaching and Learning. Hoboken, NJ: Blackwell.CrossRefGoogle Scholar
Lillie, K., Markos, A., Arias, M. B., and Wiley, T. (2012). Separate and not equal: The implementation of structured English immersion in Arizona’s classrooms. Teachers College Record, 114(9), 1–33.CrossRefGoogle Scholar
Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243–249.CrossRefGoogle Scholar
Long, M. (2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33.CrossRefGoogle Scholar
Lynch, A. (2018). A historical view of US Latinidad and Spanish as a heritage language. In Potowski, K. (ed.), The Routledge Handbook of Spanish as a Heritage Language (pp. 17–35). London: Routledge.CrossRefGoogle Scholar
MacSwan, J. (2018). Academic English as standard language ideology: A renewed research agenda for asset-based language education. Language Teaching Research, 24, 1–9.Google Scholar
Martínez, G. (2016). Goals and beyond in heritage language education: From competencies to capabilities. In Fairclough, M. and Beaudrie, S. (eds.), Innovative Strategies for Heritage Language Teaching (pp. 39–55). Washington, DC: Georgetown University Press.Google Scholar
Martínez, G., and Train, R. (2020). Tension and Contention in Language Education for Latinxs in the United States: Experience and Ethnics in Teaching and Learning. London: Routledge.Google Scholar
Mercer, S. (2011). Understanding learner agency as a complex dynamic system. System, 39(4), 427–436.CrossRefGoogle Scholar
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Review, 66(1), 60–92.CrossRefGoogle Scholar
Norris, J. M. (2021). The long road to TBLT: 40 years of innovation, investigation, and inspiration. TASK, 1(2), 162–183.CrossRefGoogle Scholar
Oxford, R. (1991). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House.Google Scholar
Partanen, E., Kujala, T., Näätänen, R., Liitola, A., Sambeth, A., and Huotilainen, M. (2013). Learning-induced neural plasticity of speech processing before birth. PNAS, 110(37), 15145–15150.CrossRefGoogle ScholarPubMed
Pascual y Cabo, D. (2018). Spanish as a heritage language in the US: Core issues and future directions. In Geeslin, K. (ed.), The Cambridge Handbook of Hispanic Linguistics (pp. 478–495). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Pérez-Cañado, M. L., ed. (2013). Competency-Based Language Teaching in Higher Education. New York: Springer.CrossRefGoogle Scholar
Pew Research Center. (2015). National Survey of Latinos. www.pewhispanic.org/2016/06/08/latinos-increasingly-confident-in-personalfinances-see-better-economic-times-ahead/ph_2016-06-08_nsl-economy-12/.Google Scholar
Peyton, J. K., Ranard, D. A., and McGinnis, S. (2001). Heritage Languages in America: Preserving a National Resource. Language in Education: Theory and Practice. Washington, DC/McHenry, IL: Center for Applied Linguistics & Delta Systems.Google Scholar
Pienemann, M., and Johnston, M. (1987). Factors influencing the development of language proficiency. In Nunan, D. (ed.), Applying Second Language Acquisition Research (pp. 45–141). Adelaide: National Curriculum Resource Center. Google Scholar
Potowski, K., ed. (2018). The Routledge Handbook of Spanish as a Heritage Language. London: Routledge.CrossRefGoogle Scholar
Potowski, K., and Carreira, M. (2010). Spanish in the USA. In Potowski, K. (ed.), Language Diversity in the United States (pp. 66–80). Cambridge: Cambridge University Press.Google Scholar
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.Google Scholar
Rosa, J., and Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 621–647.CrossRefGoogle Scholar
Rosa, J. (2019). Looking Like a Language, Sounding Like a Race: Raciolinguistic Ideologies and the Learning of Latinidad. Oxford: Oxford University Press.CrossRefGoogle Scholar
Searle, J. (1969). Speech Acts. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Shively, R. (2018). Spanish heritage speakers studying abroad. In Potowski, K. (ed.), The Routledge Handbook of Spanish as a Heritage Language (pp. 403–419). London: Routledge.Google Scholar
Showstack, R. (2017). Spanish identity among Latinos in the US. In Potowski, Kim (ed.), The Routledge Handbook of Spanish as a Heritage Language (pp. 92–106). London: Routledge.Google Scholar
Silva-Corvalán, C. (1996). Language Contact and Change. Oxford: Oxford University Press.Google Scholar
Silva-Corvalán, C. (2001). Sociolingüística y Pragmática del Español. Washington, DC: Georgetown University Press.Google Scholar
Slama, R. B. (2012). A longitudinal analysis of academic English proficiency outcomes for adolescent English language learners in the United States. Journal of Educational Psychology, 104(2), 265.CrossRefGoogle Scholar
Spolsky, B. (2004). Language Policy. Cambridge: Cambridge University Press.Google Scholar
Swan, M. (1985a). A critical look at the communicative approach (1). ELT Journal, 39(1), 2–12.CrossRefGoogle Scholar
Swan, M. (1985b). A critical look at the communicative approach (2). ELT Journal, 39(2), 76–87.CrossRefGoogle Scholar
Trim, J. L. M., Richterich, R., van Ek, J. A., and Wilkins, D. A. (1973). Systems Development in Adult Language Learning: A Unit-Credit System for Modern Language Learning by Adults. Strasbourg: Council of Europe.Google Scholar
Valdés, G. (1995). The teaching of minority languages as academic subjects: Pedagogical and theoretical challenges. The Modern Language Journal, 79(3), 299–328.CrossRefGoogle Scholar
Valdés, G. (2000). Introduction. In Sandstedt, L. (ed.), Spanish for Native Speakers: AATSP Professional Development Series Handbook for Teachers K-16 (Vol. 1, pp. 1–20). New York: Harcourt College.Google Scholar
Valdés, G. (2001). Heritage language students: Profiles and possibilities. In Peyton, J., Ranard, J., and McGinnis, S. (eds.), Heritage Languages in America: Preserving a National Resource (pp. 37–80). Washington, DC/McHenry, IL: Center for Applied Linguistics and Delta Systems.Google Scholar
Valdés, G. (2005). Bilingualism, heritage language learners, and SLA research: Opportunities lost or seized? The Modern Language Journal, 89, 410–426.CrossRefGoogle Scholar
van der Slik, F., Schepens, J., Bongaerts, T., and van hout, R. (2021). Critical Period Claim revisited: Reanalysis of Hartshorne, Tenenbaum, and Pinker (2018) suggests steady decline and learner-type differences. Language Learning, 72(1), 9–112.Google Scholar
Van Deusen-Scholl, N. (2003). Toward a definition of heritage language: Sociopolitical and pedagogical considerations. Journal of Language, Identity, and Education, 2(3), 211–230.CrossRefGoogle Scholar
van Ek, J., and Alexander, L. G. (1980). Threshold Level English in a European Unit/Credit System for Modern Language Learning by Adults. Oxford: Pergamon Press.Google Scholar
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.Google Scholar
Wiley, T. G., and Rolstad, K. (2014). The Common Core state standards and the great divide. International Multilingual Research Journal, 8(1), 38–55.CrossRefGoogle Scholar
Young, R. F. (2009). Discursive Practice in Language Learning and Teaching. Malden, MA: Wiley-Blackwell.Google Scholar
Zyzik, E. (2016). Toward a prototype model of the heritage language learner. In Fairclough, M., Beaudrie, S., Roca, A., and Valdés, G. (eds.), Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom (pp. 19–38). Washington, DC: Georgetown University Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×