none 10.1075/lllt.55.03tot John Benjamins Publishing Company John Benjamins Publishing Company 1757 115636764 3536045 1420417 202507030006000038 10.1075 2025-07-02T18:05:55Z 2020-04-16T01:55:02Z 7 1569-9471 10.1075/lllt https://benjamins.com/ catalog/lllt Wataru Suzuki Miyagi University of Education https://ror.org/01s7jxc19 Neomy Storch University of Melbourne https://ror.org/01ej9dk98 https://orcid.org/0000-0003-1994-0927 A collection of empirical studies This book is the first to bring together a collection of recent empirical studies investigating languaging, an important construct first introduced by Swain in 2006 but which has since been deployed in a growing number of L2 studies. The contributing authors include both established and emerging authors from around the globe. They report on studies which elicited languaging in oral or written form, via a range of individual and group tasks, and from a diverse range of student populations. As such these studies extend the scope of extant research, illustrating different and novel approaches to research on languaging. The findings of these studies provide new insights into the language learning opportunities that languaging can afford language learners in different educational and linguistic contexts but also the factors that may impact on these opportunities. As such the book promises to be of relevance and interest to both researchers and language teachers. 55 8 14 2020 7 29 2020 9789027207432 9789027207449 9789027260840 John Benjamins Publishing Company Amsterdam 10.1075/lllt.55 http://www.jbe-platform.com/content/books/9789027260840 https://www.jbe-platform.com/deliver/fulltext/9789027260840.pdf https://www.degruyter.com/document/doi/10.1075/lllt.55/html Paul D. Toth Temple University https://ror.org/00kx1jb78 Kara Moranski University of Cincinnati https://ror.org/01e3m7079 Ashley Shaffer Temple University https://ror.org/00kx1jb78 Raquel Mattson-Prieto Princeton University https://ror.org/00hx57361 Expressing linguistic concepts while co-constructing understandings Abstract This paper documents how U.S. high school learners in a third-year L2 Spanish class ( N  = 17) formulated explicit understandings of the pronoun se through languaging over 3 lessons. Following Adair-Hauck & Donato (2016) , each lesson engaged learners in a guided inductive analysis by first presenting se within a narrative text, and then having them “co-construct” rules in groups of 2–3 from the patterns they found. A teacher-led, whole-class follow-up brought the class to a consensus before they engaged in subsequent L2 communication tasks. Based on recordings of 4 small-group interactions and the whole-class discussion, descriptive statistics and qualitative excerpts document how learners stretched familiar linguistic concepts and informal language to accommodate the unfamiliar features of the target structure. 8 14 2020 7 29 2020 67 90 10.1075/lllt.55.03tot https://benjamins.com/catalog/lllt.55.03tot https://www.degruyter.com/document/doi/10.1075/lllt.55.03tot/html Canadian Modern Language Review Adair-Hauck 532 1994 Foreign language explanations within the Zone of Proximal Development The French Review Adair-Hauck 265 2002 The PACE model: A story-based approach to meaning and form for Standards-based language learning Teacher’s handbook: Contextualized language instruction Adair-Hauck 5 206 2016 PACE: A story-based approach for dialogic inquiry about form and meaning ACTFL proficiency guidelines American Council on the Teaching of Foreign Languages 2012 10.1080/09658410208667042 Research methods in anthropology: Qualitative and quantitative approaches Bernard 6 2018 Theories in second language acquisition: An introduction DeKeyser 2 94 2015 Skill acquisition theory Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget Egan 2002 10.1075/sibil.48.01ell 10.2753/RPO1061-0405270345 10.4324/9780203813850 10.4324/9781315676968-9 10.4324/9781315887074 10.1111/lang.12103 The art of teaching Spanish: Second language acquisition from research to praxis Negueruela 79 2006 Concept-based instruction and the acquisition of L2 Spanish 10.1075/sibil.40 The language and thought of the child Piaget 3 1959 10.1515/COG.2008.005 The coding manual for qualitative researchers Saldaña 3 2016 10.21832/9781847699954 10.1111/j.1467-9922.2012.00720.x Sociocognitive perspectives on language use and language learning Swain 112 2010 ‘Talking-it-through’: Languaging as a source of learning 10.21832/9781783093182 10.1111/j.1540-4781.2009.00825.x Rousing minds to life: Teaching, learning, and schooling in social context Tharp 1988 10.1111/j.0023-8333.2006.00349.x 10.1002/9781405198431.wbeal0890 10.1017/S0142716412000197 10.1093/applin/ams049 Theories in second language acquisition: An introduction Ullman 2 135 2015 The declarative/procedural model 10.1111/modl.12318 Thought and language Vygotsky 1986 10.1017/CBO9780511605895 10.1177/0963947009356723 10.1111/lang.12094