The myth of the deficient communicator

Language Teaching Research

Volumn 6, Issue 1, 2002, Pages 59-82

  Belz, Julie A ^a  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84937387935     PISSN: 13621688     EISSN: None     Source Type: Journal    
DOI: 10.1191/1362168802lr097oa     Document Type: Article

References (66)

1. Antón, M. and DiCamilla, F. J. 1998: Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The Canadian Modern Language Review 54(3): 314-342.
2. Auerbach, E. R. 1993: Reexamining English only in the EFL classroom. TESOL Quarterly 27(1): 9-32.
3. Bakhtin, M. 1981: The dialogic imagination, translated by C. Emerson and M. Holquist. Austin: University of Austin Press.
4. Belz, J. A. 2002: Second language play as a representation of the multicompetent self in foreign language study. Journal of Language, Identity, and Education 1: 13-39.
5. Blom, J. P. and Gumperz, J. J. 1972: Social meaning in linguistic structures. In Gumperz, J. J. and Hymes, D., editors, Directions in socio-linguistics. New York: Holt, Rinehart, and Winston, 407-434.
6. Blyth, C. 1995: Redefining the boundaries of language use: the foreign language classroom as a multilingual speech community. In Kramsch, C., editor, Redefining the boundaries of language study. Boston, MA: Heinle & Heinle, 145-184.
7. Broner, M. and Tarone, E. 1999: Is it fun? Language play in a fifth grade Spanish immersion class. A paper presented at AAAL. Stamford, CN. 9 March 1999.
8. Cook, G. 1997: Language play, language learning. English Language Teaching Journal 51(3): 224-231.
9. Cook, G. 2000: Language play, language learning. Oxford and New York: Oxford University Press.
10. Cook, V. 1991: The poverty of the stimulus argument and multi-competence. Second Language Research 7: 103-117.
11. Cook, V. 1992: Evidence for multi-competence. Language Learning 42(4): 557-591.
12. Cook, V. 1999: Going beyond the native speaker in language teaching. TESOL Quarterly 33(2): 185-209.
13. Duff, P. and Polio, C. G. 1990: How much foreign language is there in the foreign language classroom ? The Modern Language Journal 74: 154-166.
14. Eichhoff, J. and Frank-Cyrus, K. M. 1999: Die Neuregelung der deutschen Rechstschreibung. Die Unterrichtspraxis 32(1): 1-10.
15. Eldridge, J. 1996: Code-switching in a Turkish secondary school. English Language Teaching Journal 50(4): 303-311.
16. Ellis, R. 1994: The study of second language acquisition. Oxford and New York: Oxford University Press.
17. Firth, A. and Wagner, J. 1997: On discourse, communication, and (some) fundamental concepts in FLA research. The Modern Language Journal 81: 285-300.
18. Fowler, R. 1996: Linguistic Criticism, second edition. Oxford and New York: Oxford University Press.
19. Frawley, W. 1997: Vygotsky and cognitive science: language and the unification of the social and computational mind. Cambridge, MA: Harvard University Press.
20. Giauque, G. and Ely, C. 1990: Code-switching in beginning foreign language teaching. In Jacobson, R. and Faltis, C., editors, Language distribution issues in bilingual schooling. Clevedon: Multilingual Matters, 174-184.
21. Gibson, E. J. 1991: An odyssey in learning and perception. Cambridge, MA: MIT Press.
22. Gumperz, J. J. 1982: Discourse strategies. Cambridge: Cambridge University Press.
23. Halliday, M. A. K. and Hasan, R. 1976: Cohesion in English. London: Longman.
24. Hancock, M. 1997: Behind classroom code-switching: layering and language choice in L2 learner instruction. TESOL Quarterly 31(2): 217-235.
25. Harder, P. 1980: Discourse as self-expression on the reduced personality of the foreign language learner. Applied Linguistics 1(3): 262-270.
26. Hein-Khatib, S. 1998: Sprachmigration und literarische Kreativität. Erfahrung mehrsprachiger Schriftstellerinnen und Schriftsteller bei ihren sprachlichen Grenzueberschreitungen. Bern: Peter Lang.
27. Hird, B. 1996: The incompatible objectives of groupwork in FL learning: a study of Chinese-English codeswitching. Language, Culture and Curriculum 9(2): 163-175.
28. Jakobson, R. and Waugh, L. 1987: The sound shape of language, second edition. Bloomington, IN: Indiana University Press.
29. Kramsch, C. 1997: The privilege of the non-native speaker. Publications of the Modern Language Association 112(3): 359-369.
30. Kramsch, C. 1998: The privilege of the intercultural speaker. In Byram, M. and Fleming, M., editors, Language learning in intercultural perspective: approaches through drama and ethnography. New York: Cambridge University Press, 16-31.
31. Kramsch, C. 2000: Second language acquisition, applied linguistics, and the teaching of foreign languages. The Modern Language Journal 84(3): 311-326.
32. Krashen, S. D. 1985: The input hypothesis: issues and implications. London: Longman.
33. Kuczaj, S. A. 1983: Language play. Early Childhood Development and Care 19: 53-67.
34. Legenhausen, L. 1991: Code-switching in learners’ discourse. International Review of Applied Linguistics 29(1): 61-73.
35. Lantolf, J. P. 1993: Socio-cultural theory and the second-language classroom: the lesson of strategic interaction. In Alatis, J.E, editor, Strategic interaction and language acquisition: theory, practice and research. Washington, D.C.: Georgetown University Press, 220-233.
36. Lantolf, J. P. 1997: The function of language play in the acquisition of L2 Spanish. In Glass, W. and Perez-Leroux, A. T., editors, Contemporary perspectives on the acquisition of Spanish. Somerville, MA: Cascadilla Press, 3-24.
37. Lantolf, J. P., editor, 2000a: Sociocultural theory and second language learning. Oxford and New York: Oxford University Press.
38. Lantolf, J. P. 2000b: Language learning as fun and games: theorizing the role of language play. A paper presented at AAAL. Vancouver, Canada. 14 March 2000.
39. Lantolf, J. P. and Appel, G., editors, 1994: Vygotskian approaches to second language research. Norwood, N.J.: Ablex.
40. Lantolf, J. P. and Pavlenko, A. 2001: (S)econd (L)anguage (A)ctivity theory: understanding second language learners as people. In Breen, M., editor, Learner contributions to language learning: new directions in research. London and New York: Longman, 141-158.
41. Lee, M. 2000: Crossing boundaries: From code-switching to voice-quoting: An alternative approach to code alternation. Paper presented at AAAL. Vancouver, Canada. 13 March 2000.
42. McCarthy, M. and Carter, R. 1994: Language as discourse: perspectives for language teachers. London and New York: Longman.
43. McGroarty, M. 1998: Constructive and constructivist challenges for Applied Linguistics. Language Learning 48(4): 591-622.
44. Myers-Scotton, C. 1993: Social motivations for codeswitching. Evidence from Africa. Oxford: Clarendon Press.
45. Norton, B. 2000: Identity and language learning: social processes and educational practice. London: Longman.
46. Paikeday, T. M. 1985: May I kill the native speaker ? TESOL Quarterly 19(2): 390-395.
47. Pavlenko, A. and Lantolf, J. P. 2000: Second language learning as participation and the (re)construction of selves. In Lantolf, J. P., editor, Sociocultural theory and second language learning. Oxford: Oxford University Press, 155-177.
48. Peck, S. 1980: Language play in child second language acquisition. In Larson-Freeman, D., editor, Discourse analysis in second language research. Rowley, MA: Newbury House, 154-164.
49. Polio, C. G. and Duff, P. 1994: Teachers’ language use in university foreign language classrooms: a qualitative analysis of English and target language alteration. The Modern Language Journal 78: 313-326.
50. Rampton, B. 1995: Crossing: language and ethnicity among adolescents. London and New York: Longman.
51. Rampton, B. 1999: Dichotomies, difference, and ritual in second language learning and teaching. Applied Linguistics 20(3): 316-340.
52. Sarkonak, R. 1993: Seeing in depth: the practice of bilingual writing. Visible Language 27(1-2): 6-39.
53. Sebeok, T. 1994: Signs. Toronto and Buffalo: University of Toronto Press.
54. Singh, R., editor, 1998: The native speaker: Multilingual perspectives. New Delhi: Sage.
55. Stevick, E. 1976: Memory, meaning, and method: some psychological perspectives on language learning. Boston, MA: Heinle & Heinle.
56. Stølen, M. 1992: Codeswitching for humor and ethnic identity: written Danish-American occasional songs. Journal of Multilingual and Multicultural Development 13(2): 215-228.
57. Sullivan, P. 2000: Playfulness as mediation in communicative language teaching in a Vietnamese classroom. In Lantolf, J. P., editor, Sociocultural theory and second language learning. Oxford and New York: Oxford University Press, 115-131.
58. Tarone, E. 2000: Getting serious about language play: language play, interlanguage variation, and second-language acquisition. In Anderson, M. et al., editors, The interaction of social and cognitive factors in SLA: Proceedings of the 1999 Second Language Research Forum. Somerville, NJ: Cascadilla Press, 31-54.
59. van Lier, L. 1996: Interaction in the language classroom: awareness, autonomy & authenticity. London and New York: Longman.
60. van Lier, L. 2000: From input to affordance: social-interactive learning from an ecological perspective. In Lantolf, J. P., editor, Sociocultural theory and second language learning. Oxford and New York: Oxford University Press, 254-259.
61. VanPatten, B. 1999: What is SLA and what is it doing in this department ? ADFL Bulletin 30: 49-53.
62. Vocate, D. 1994: Intrapersonal communication. Different voices, different minds. Hillsdale, NJ: Lawrence Erlbaum.
63. Vygotsky, L. S. 1978: Mind in society: the development of higher psychological processes, edited by M. Cole et al. Cambridge, MA: Harvard University Press.
64. Vygotsky, L. S. 1986: Thought and language, translated by A. Kozulin. Cambridge, MA: The MIT Press.
65. Weir, R. H. 1962: Language in the crib. The Hague: Mouton.
66. Wertsch, J. 1985: Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.