Speaker
Description
In this presentation we will briefly review the literature on polyglots, i.e., language learners who have acquired a high level of proficiency in 6 or more languages. Are these "expert" language learners just geniuses, or are there lessons that they can teach ESOL learners and teachers? We will attempt to answer this question with by reviewing polyglot research and research into expert learners. We will conclude with recommendations for practice in the TESOL classroom.
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)
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
Stobart, G. (2014) The Expert Learner: Challenging the Myth of Ability (Maidenhead: Open University Press)
Keywords
Second Language Acquisition
Learner Development
Abstract
In this presentation, I will briefly review lessons for teachers which I have learned from a review of the literature on polyglots, i.e., adult learners who have mastered 6 or more languages (Hyltenstam 2021).
Although many people know or have heard of such expert language learners, they have only recently started to attract serious. attention in the research literature on language acquisition (Erard 2019; Anderson 2022). This is perhaps because these sorts of learners have long been viewed as outliers: as people who just have a “gift” for language learning, and who therefore have no useful lessons to impart to more ordinary language learners and teachers (Erard 2019).
Research on expert learning suggests that although exceptional learners may have “gifts”, such learners nevertheless become exceptional by practicing intensively (Kaufmann 2003), purposefully (Stobart 2014), in order to engage convivially with native speakers (Anderson 2022).
In this presentation, I will attempt to show how these three polyglot practices might be applied to everyday TESOL classroom pedagogy.
Short summary
In this presentation we will briefly review the literature on polyglots, i.e., language learners who have acquired a high level of proficiency in 6 or more languages. Are these "expert" language learners just geniuses, or are there lessons that they can teach ESOL learners and teachers? We will attempt to answer this question with by reviewing polyglot research and research into expert learners. We will conclude with recommendations for practice in the TESOL classroom.
| Scheduling preference | Anytime on Saturday |
|---|---|
| Title | What Can We Learn From Expert Learners? Reviewing Polyglot Research |