Debates in Second Language Education provides an up-to-date account of the key debates and areas of controversy in the field of second language learning and teaching. Adopting a broad and comparative perspective and emphasising the importance of considering a variety of learning contexts, it encourages student and practising teachers to engage with contemporary issues and developments in learning and teaching.
Chapters are designed to stimulate thinking and understanding in relation to theory and practice, and help language educators to make informed judgements by arguing from a position based on theoretical knowledge and understanding. Bringing together leading contributors in the field, the book discusses a wide range of issues relating to second language learning and teaching including:
- the relationship between age and success in language learning
- aptitude versus motivation as predictors of successful language learning
- linguistic diversity and plurilingualism
- the teaching of grammar and vocabulary
- the value of phonics
- learning pronunciation
- the second language only versus the multilingual debate
With reflective points in every chapter, Debates in Second Language Education will be a valuable resource for any student or practising teacher, and those engaged in initial teacher education, continuing professional development or Master's level study. It will also be of interest to second language acquisition researchers and those studying applied linguistics.
Table of Contents
INTRODUCTION: Ernesto Macaro and Robert Woore
PART 1: Framing the Debates
Chapter 1: Identifying key debates in second language teaching and learning. Robert Woore and Ernesto Macaro
Chapter 2: Learning English and learning languages other than English in Asia and Europe: Current scenarios and debates. Bruna Di Sabato and Andy Kirkpatrick
Chapter 3: Is there a best age for second language learning? Evidence from across the lifespan. Simone Pfenninger and David Singleton
Chapter 4: Multilingual Learners, linguistic pluralism and implications for education and research. Hamish Chalmers and Victoria Murphy
Chapter 5: Learning Language by Studying Content. David Lasagabaster
Chapter 6: Aptitude or motivation: Which is the better predictor of successful language learning? Suzanne Graham
Chapter 7: Key Issues in Pre-Service Language Teacher Education. Laura Molway
Chapter 8: Systemic In-Service Language Teacher Education. Simon Borg
PART 2: Applying the debates to second language learning contexts
Chapter 9: Implicit versus explicit grammar learning and teaching. Mirosław Pawlak
Chapter 10: Vocabulary Learning in Theory and Practice: Implicit and explicit mechanisms. Ron Martinez
Chapter 11: The L2-Only Versus the Multilingual Debate. Ernesto Macaro
Chapter 12: Teaching Phonics in a Second Language. Robert Woore.
Chapter 13: What Kind of Pronunciation Learning Should Teachers Expect of Their Learners? Sara Kennedy and Pavel Trofimovich
Chapter 14: Teaching the Language or Teaching the Process. Peter Yongqi Gu
Reflections: Ernesto Macaro and Robert Woore
Ernesto Macaro is Emeritus Professor of Applied Linguistics at the University of Oxford. Before becoming a teacher trainer and researcher, he was a language teacher for 16 years. His current research focuses on second language learning strategies and on the interaction in second language classrooms or in classrooms where English is the Medium of Instruction.
Robert Woore is Associate Professor in Applied Linguistics at University of Oxford Department of Education. He teaches and supervises on the MSc in Applied Linguistics and Second Language Acquisition, PGCE (initial teacher education) and doctoral programmes. Formerly a secondary school teacher of French and German, his main research interests focus on the learning and teaching of second languages in instructed classroom settings, with a particular emphasis on phonology and reading. He is keen to strengthen the interface between research, theory, and practice.