Speaker
Abstract section 1: Relevance
Polyglots are defined in the research literature as learners who have mastered 6 or more languages (Hyltenstam 2021). Although well-documented throughout history, polyglots have only recently begun to attract serious attention from second language acquisition researchers (Erard 2019). This research suggests that polyglots tend to share certain qualities in common with other expert learners (Stobart 2014), particularly in terms of the types of learning practices which polyglots tend to adhere to (Kaufmann 2003; Ivantsiv 2020; Anderson 2022). This presentation aims to highlight how these practices from expert language learners might be applied to TESOL pedagogy in general.
Abstract section 5: References
Anderson, R.W. (2022) ‘Garfield, SLA gold medalist: Examining the investments of an exceptional US language learner/hyperpolyglot’, Foreign language annals, 55(4), pp. 1043–1062. Available at: https://doi.org/10.1111/flan.12652
Erard, M. (2019). ‘Language aptitude: Insights from hyperpolyglots’ in Z. Wen, P. Skehan, A. Biedron, S. Li, & R. L. Sparks (Eds.) Language aptitude: Advancing theory, testing, research and practice (London: Taylor & Francis)
Hamada, Y. (2017). Teaching and Learning Shadowing for Listening: Developing Bottom-Up Listening Skills for Language Learners. Routledge.
Hyltenstam, K. (2021) ‘Language aptitude and language awareness: Polyglot perspectives’, Annual review of applied linguistics, 41, pp. 55–75. Available at: https://doi.org/10.1017/S0267190521000027
Kaufmann, S. (2003) The Linguist: A Personal Guide to Language Learning [Online] Available at: http://media.thelinguist.com/media/pdf/thelinguist_English.pdf
Rinvolucri, M. (1984) Grammar Games (Cambridge: Cambridge University Press)
Stobart, G. (2014) The Expert Learner: Challenging the Myth of Ability (Maidenhead: Open University Press)
Abstract section 2: Contribution/research questions
One aim of this workshop is to introduce the relatively new field of polyglot research. However, the primary aim of this workshop is to highlight three practices drawn from this research which can be applied to TESOL pedagogy, namely: focusing on maximizing engagement; prioritizing authentic listening; and choosing classroom activities which facilitate purposeful practice (Stobart 2014).
Abstract section 3: Content/method
We will begin the presentation by briefly reviewing the research literature on polyglots (Erard 2019; Hyltenstam 2021; Anderson 2022), along with literature from polyglots themselves (Kaufmann 2003; Ivantsiv 2020). We will compare the findings from this literature with research from the field of expert learning (Stobart 2014) in order to highlight three key attributes which very successful language learners tend to share, namely: a high level of motivation; realistic interactions; and purposeful practice.
Abstract section 4: Outcomes/results
The research literature on polyglots and on expert learners suggests that they tend to be highly motivated, and learn best by engaging with authentic and challenging tasks, often with very narrowly focused learning aims.
I will present how these findings can be applied to TESOL pedagogy via three "lessons". First, prioritizing engagement by encouraging learners to focus on fun in their language learning, especially when they study independently outside class (Anderson 2022). Second, by maximizing opportunities for authentic listening in the classroom (Kaufmann 2003). Third, by encouraging purposeful practice, through activities such as shadowing (Hamada 2017) and dictogloss (Rinvolucri 1984).
| Title | What Can We Learn From Expert Language Learners? Notes from |
|---|---|
| Teaching Context | College and university education |