On the danger of exogenous theory in CA-for-SLA: A response to hellermann and cole (2009)

Applied Linguistics

Volumn 32, Issue 3, 2011, Pages 348-352

  Hauser, Eric ^a  

^a UNIVERSITY OF ELECTRO COMMUNICATIONS   (Japan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79958827950     PISSN: 01426001     EISSN: 1477450X     Source Type: Journal    
DOI: 10.1093/applin/amr015     Document Type: Article

References (8)

1. Anderson, B. 1983. Imagined Communities: Reflections on the Origin and Spread of Nationalism. Verso.
2. Hellermann, J. 2006. 'Classroom interactive practices for developing L2 literacy: A micro-ethnographic study of two beginning adult learners of English,' Applied Linguistics 27/3: 377-404. (Pubitemid 44290355)
3. Hellermann, J. 2007. 'The development of prac-tices for action in classroom dyadic interaction: Focus on task openings,' Modern Language Journal 91/1: 83-96.
4. Hellermann, J. 2008. Social Actions for Classroom Language Learning. Multilingual Matters.
5. Hellermann, J. and E. Cole. 2009. 'Practices for social interaction in the language-learning classroom: Disengagements from dyadic task interaction,' Applied Linguistics 30/2: 186-215.
6. Lave, J. and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
7. Markee, N. 2008. 'Toward a learning behav-ior tracking methodology for CA-for-SLA,' Applied Linguistics 29/3: 404-27.
8. Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.