SlideShare a Scribd company logo
1 of 13
Download to read offline
AILA World Congress Groenigen, NL: 19 August 2021
The dirty dozen: bridging gaps between
la didactique des langues and second
language studies in 12 key terms
Shona WHYTE
Université Côte d’Azur (Nice, France)
Association Internationale de
Linguistique Appliquée
Association
Française de Linguistique Appliquée
second language
acquisition (SLA)
L2 research
didactique
des langues
(DDL)
acquisition
des langues
secondes
(RAL2)
France
Linguistique appliquée: innovation
in language learning/teaching
research in France (1955-85)
Shona Whyte

Smith, R., & Giesler, T. (in press).
(Eds). Innovations in language
learning and teaching: historical
perspectives. AILA Applied
Linguistics Series: Benjamins.
History of la linguistique
appliquée
It seems that connections between French DDL
and both AL and SLA are both possible and desirable (Berthet,
2011; Véronique, 2009, 2010) and it is somewhat reassuring to
be reminded that our forerunners in the field on both sides of
the Atlantic have included linguists and practitioners,
theoreticians and pragmatists of all types.
In this chapter, I have sought to unravel
some of the historical tensions involved in the development of
research on language teaching from the 1960s in France, with
the aim of perhaps facilitating communication among those
who are united in their concern to understand the task of
second language learning in instructed contexts - what our
learners know, how they come to know it, and how teachers
may best accompany their progress.
Whyte 

(in press)
France
Moving with the times: new
developments in languages in
French higher education contexts
Shona Whyte

2020: volume 12(2)
Language education research
community
Key terms, key texts over 50+ years
1967-2021
1. Bailly, D. (1998). Les mots de la didactique
des langues: le cas de l'anglais. Paris: Ophrys.
2. Cuq, J. P., & Gruca, I. (2005). Cours de
didactique du français langue étrangère et
seconde. Grenoble, France: Presses
universitaires de Grenoble.
3. Galisson, R., & Coste, D. (1976). Dictionnaire
de didactique des langues. Paris: Hachette.
4. Leclerq, P., Edmonds, A., & Sneed German, E.
(Eds). (in press). Introduction à l’acquisition
des langues étrangères. Leuven, BE:
DeBoeck. 
5. Quivy, M., & Tardieu, C. (2002). Glossaire de
didactique de l'anglais. Ellipses.
1. Cook, V., & Singleton, D. (2014). Key topics in second
language acquisition. Bristol, UK: Multilingual matters.

2. Corder, S.P. (1967). The significance of learners’ errors.
IRAL.

3. Krashen, SK (1982). Principles and practice in
SLA. Pergammon.

4. Larsen-Freeman, D., & Long, M. (1991). An introduction
to second language acquisition. Routledge.

5. Lightbown, P., & Spada, N. (1993). How languages are
learned. Oxford.

6. Loewen, S., & Reinders, H. (2011). Key concepts in
second language acquisition. Basingstoke, UK: Palgrave
Macmillan.

7. Selinker, L. (1972). Interlanguage. IRAL.
Key terms
6 pairs
acquisition learning acquisition apprentissage
first language
(L1)
second language
(L2)
langue maternelle
(LM)
langue seconde
(L2)
target language
(TL)
foreign language
(FL)
langue cible 

(LC)
langue étrangère
(LE)
input culture input culture
grammar interlanguage grammaire interlangue
competence proficiency compétence niveau
How are key terms
in French and
English defined in
key texts over 50
years?
1. Early period (1967-82)
2. Turn of century (1990s-2000s)
3. Recent period (2011-2021)
Early period
1967-1982
•Corder (1967), Selinker (1972), Galisson & Coste (1976), Krashen (1982)

•acquisition/learning: Krashen’s famous distinction between subconscious acquisition
and conscious learning; other authors use learning

•English sources contrast first and second languages (L1/L2); French focus on native/
foreign, and consider foreign/second distinction “pedagogically unjustified”

•Corder and Krashen focus on input as a key variable; Galisson & Coste have a long
entry on culture

•Corder and Selinker set out Chomskyan perspective of learner-internal grammar
(built-in syllabus, interlanguage); 

•English sources focus on (native-like) competence, Krashen distinguishes acquired and
learned competence; French source devotes much more attention to proficiency
(Threshold Level)
EN learner, FR teacher
Turn of the century
1990s-2000s
•Larsen-Freeman & Long (1991), Lightbown & Spada (1993), Bailly (1998), Quivy & Tardieu (2002),
Cuq & Gruca (2005)

•acquisition/learning: English prefers acquisition or uses terms interchangeably, mentioning but
not accepting Krashen’s distinction. French sources follow Krashen and prefer learning
(apprentissage); appropriation used as an umbrella term

•Agreement on first and second languages (L1/L2); French use foreign as superordinate while
English use second

•Complementary distribution input/culture /English sources focus on first, French on second

•All authors except Bailly define interlanguage Cuq & Gruca consider the term theoretically
outdated but pedagogically useful; the English sources take a learner-internal perspective on
grammar; Cuq & Gruca consider both learner and teacher perspectives

•North American take a Chomskyan view of competence, and focus on difficulties in defining and
measuring proficiency. The French books use institutional definitions (CEFR) for both.
FR: Krashen, interlanguage;
strong focus on culture (Galisson)
and methodology (history of methods)
Recent period
2011-2021
•Loewen & Reinders (2011), Cook & Singleton (2014), Leclerq, Edmonds & Sneed German (in
press)

•acquisition/learning: Krashen’s distinction is collapsed (mentioned only by Loewen & Reinders)

•underlining of commonalities between first and second language acquisition (Loewen &
Reinders note resistance to acquisition as implying an end-state, Watorek endorses (in Leclerq
et al)

•preference for second over foreign language (Hilton in Leclerq et al and Loewen & Reinders
both maintain distinction)

•Leclerq et al use source/target language; Cook & Singleton differentiate L2 learner and user

•All authors take a learner-internal perspective on grammar; it is never viewed as a teaching
objective (unlike e.g. vocabulary, speaking)

•much more reference to competence(s) than proficiency
Clear divergence between 

acquisition-oriented and didactic
reference works from previous period
Some conclusions
•few differences in status or definitions of key terms: French
and English sources agree on importance and meanings

•different views on relative significance for language teaching/
learning (research): French sources favour

• learning in Krashen’s restrictive sense

• foreign language (second => francophone Africa)

• inclusion of grammar and culture as curricular staples

• institutional perspectives on competence and proficiency

•English SLA sources continue to take a 

learner perspective
second language
acquisition (SLA)
L2 research
acquisition
des langues
secondes
(RAL2)
didactique
des langues
(DDL)
The dirty dozen:
bridging gaps between
la didactique des
langues and second
language studies in 12
key terms
Shona WHYTE
Université Côte d’Azur
Nice, France
shona.whyte@univ-cotedazur.fr
shonawhyte.wordpress.com

More Related Content

What's hot

Edited volume on ESP didactics: DidASP GERAS 2018
Edited volume on ESP didactics: DidASP GERAS 2018Edited volume on ESP didactics: DidASP GERAS 2018
Edited volume on ESP didactics: DidASP GERAS 2018Shona Whyte
 
Dictogloss replication study: ESSE Brno 2018
Dictogloss replication study: ESSE Brno 2018Dictogloss replication study: ESSE Brno 2018
Dictogloss replication study: ESSE Brno 2018Shona Whyte
 
Unit 1 introduction to clil
Unit 1   introduction to clilUnit 1   introduction to clil
Unit 1 introduction to clilJordi Seriols
 
Aine Furlong - The role of CLIL and plurilingualism in teaching languages
Aine Furlong - The role of CLIL and plurilingualism in teaching languagesAine Furlong - The role of CLIL and plurilingualism in teaching languages
Aine Furlong - The role of CLIL and plurilingualism in teaching languageseaquals
 
Clil: What´s Clil?
Clil: What´s Clil?Clil: What´s Clil?
Clil: What´s Clil?guest334058
 
Teaching ESP implementing CLIL and CALL
Teaching ESP implementing CLIL and CALLTeaching ESP implementing CLIL and CALL
Teaching ESP implementing CLIL and CALLKatja Andritsaki
 
What's CLIL?
What's CLIL?What's CLIL?
What's CLIL?jfarre35
 
What is clil
What is clilWhat is clil
What is clilisadorab
 
Clil presentazione new
Clil presentazione newClil presentazione new
Clil presentazione newIsabella Nanni
 
Dimensions of integrating language learning and disciplinary learning at tert...
Dimensions of integrating language learning and disciplinary learning at tert...Dimensions of integrating language learning and disciplinary learning at tert...
Dimensions of integrating language learning and disciplinary learning at tert...Richard Pinner
 
Clil theory
Clil theoryClil theory
Clil theoryjalberi2
 
Does CLIL work for Japanese secondary school students?: Potential for the ‘we...
Does CLIL work for Japanese secondary school students?: Potential for the ‘we...Does CLIL work for Japanese secondary school students?: Potential for the ‘we...
Does CLIL work for Japanese secondary school students?: Potential for the ‘we...Richard Pinner
 
Redesigning the college English curriculum for flipped learning
Redesigning the college English curriculum for flipped learningRedesigning the college English curriculum for flipped learning
Redesigning the college English curriculum for flipped learningheyoungkim
 
CLIL Potential for Primary ELT by Yuki Yamano
CLIL Potential for Primary ELT by Yuki YamanoCLIL Potential for Primary ELT by Yuki Yamano
CLIL Potential for Primary ELT by Yuki YamanoRichard Pinner
 
Context bilingual programmes and clil in spain
Context bilingual programmes and clil in spainContext bilingual programmes and clil in spain
Context bilingual programmes and clil in spainisadorab
 
Clil Method- David Marsh
Clil Method- David MarshClil Method- David Marsh
Clil Method- David MarshIvana Yramain
 
Needs Analysis Lithuania
Needs Analysis LithuaniaNeeds Analysis Lithuania
Needs Analysis LithuaniaPaulius Seras
 

What's hot (20)

Edited volume on ESP didactics: DidASP GERAS 2018
Edited volume on ESP didactics: DidASP GERAS 2018Edited volume on ESP didactics: DidASP GERAS 2018
Edited volume on ESP didactics: DidASP GERAS 2018
 
Dictogloss replication study: ESSE Brno 2018
Dictogloss replication study: ESSE Brno 2018Dictogloss replication study: ESSE Brno 2018
Dictogloss replication study: ESSE Brno 2018
 
Unit 1 introduction to clil
Unit 1   introduction to clilUnit 1   introduction to clil
Unit 1 introduction to clil
 
Taking to tasks
Taking to tasksTaking to tasks
Taking to tasks
 
Aine Furlong - The role of CLIL and plurilingualism in teaching languages
Aine Furlong - The role of CLIL and plurilingualism in teaching languagesAine Furlong - The role of CLIL and plurilingualism in teaching languages
Aine Furlong - The role of CLIL and plurilingualism in teaching languages
 
Clil: What´s Clil?
Clil: What´s Clil?Clil: What´s Clil?
Clil: What´s Clil?
 
Teaching ESP implementing CLIL and CALL
Teaching ESP implementing CLIL and CALLTeaching ESP implementing CLIL and CALL
Teaching ESP implementing CLIL and CALL
 
What's CLIL?
What's CLIL?What's CLIL?
What's CLIL?
 
CLIL
CLILCLIL
CLIL
 
CLIL lesson planning
CLIL lesson planningCLIL lesson planning
CLIL lesson planning
 
What is clil
What is clilWhat is clil
What is clil
 
Clil presentazione new
Clil presentazione newClil presentazione new
Clil presentazione new
 
Dimensions of integrating language learning and disciplinary learning at tert...
Dimensions of integrating language learning and disciplinary learning at tert...Dimensions of integrating language learning and disciplinary learning at tert...
Dimensions of integrating language learning and disciplinary learning at tert...
 
Clil theory
Clil theoryClil theory
Clil theory
 
Does CLIL work for Japanese secondary school students?: Potential for the ‘we...
Does CLIL work for Japanese secondary school students?: Potential for the ‘we...Does CLIL work for Japanese secondary school students?: Potential for the ‘we...
Does CLIL work for Japanese secondary school students?: Potential for the ‘we...
 
Redesigning the college English curriculum for flipped learning
Redesigning the college English curriculum for flipped learningRedesigning the college English curriculum for flipped learning
Redesigning the college English curriculum for flipped learning
 
CLIL Potential for Primary ELT by Yuki Yamano
CLIL Potential for Primary ELT by Yuki YamanoCLIL Potential for Primary ELT by Yuki Yamano
CLIL Potential for Primary ELT by Yuki Yamano
 
Context bilingual programmes and clil in spain
Context bilingual programmes and clil in spainContext bilingual programmes and clil in spain
Context bilingual programmes and clil in spain
 
Clil Method- David Marsh
Clil Method- David MarshClil Method- David Marsh
Clil Method- David Marsh
 
Needs Analysis Lithuania
Needs Analysis LithuaniaNeeds Analysis Lithuania
Needs Analysis Lithuania
 

Similar to Key terms in DDL/SLA

The Effects of Two Languages in One Mind: First Language Attrition
The Effects of Two Languages in One Mind: First Language AttritionThe Effects of Two Languages in One Mind: First Language Attrition
The Effects of Two Languages in One Mind: First Language AttritionMattia Zingaretti
 
English 781 881 we slides
English 781 881 we slidesEnglish 781 881 we slides
English 781 881 we slideslisyaseloni
 
Digital literacies: The future of course design in English for Science and Te...
Digital literacies: The future of course design in English for Science and Te...Digital literacies: The future of course design in English for Science and Te...
Digital literacies: The future of course design in English for Science and Te...cahafner
 
Sifakis serres-global english
Sifakis serres-global englishSifakis serres-global english
Sifakis serres-global englishdoragk
 
Clil series 2010 11 session 1 r hawkes 061010
Clil series 2010 11 session 1 r hawkes 061010Clil series 2010 11 session 1 r hawkes 061010
Clil series 2010 11 session 1 r hawkes 061010Rachel Hawkes
 
From syllabus design to curriculum development
From syllabus design to curriculum developmentFrom syllabus design to curriculum development
From syllabus design to curriculum developmentminhthuy072
 
Tesol2011 pc
Tesol2011 pcTesol2011 pc
Tesol2011 pcvacurves
 
CLIL - Content and Language Integrated Learning
CLIL - Content and Language Integrated LearningCLIL - Content and Language Integrated Learning
CLIL - Content and Language Integrated Learningangelammoyano
 
Current_Perspectives_on_Teaching_World_Englishes_a.pdf
Current_Perspectives_on_Teaching_World_Englishes_a.pdfCurrent_Perspectives_on_Teaching_World_Englishes_a.pdf
Current_Perspectives_on_Teaching_World_Englishes_a.pdfCAPhamKhai
 
English Learners in 21st-Century Classrooms and Language Acquisition Theories
English Learners in 21st-Century Classrooms and Language Acquisition TheoriesEnglish Learners in 21st-Century Classrooms and Language Acquisition Theories
English Learners in 21st-Century Classrooms and Language Acquisition TheoriesMika Ella Perez
 
A Golden Age of ESP teaching: 20th century practice
A Golden Age of ESP teaching: 20th century practiceA Golden Age of ESP teaching: 20th century practice
A Golden Age of ESP teaching: 20th century practiceShona Whyte
 
Tla syntax
Tla syntaxTla syntax
Tla syntaxCameliaN
 
English 344 session 1
English 344 session 1English 344 session 1
English 344 session 1lisyaseloni
 
Decline and fall of the native speaker
Decline and fall of the native speakerDecline and fall of the native speaker
Decline and fall of the native speakerYunita Wulansari
 
1 An Overview of Language Teaching Methods and Approaches .docx
1 An Overview of Language Teaching Methods and Approaches .docx1 An Overview of Language Teaching Methods and Approaches .docx
1 An Overview of Language Teaching Methods and Approaches .docxhoney725342
 
TESOL Staff Development PowerPoint
TESOL Staff Development PowerPointTESOL Staff Development PowerPoint
TESOL Staff Development PowerPointgoodoogasteve
 

Similar to Key terms in DDL/SLA (20)

The Effects of Two Languages in One Mind: First Language Attrition
The Effects of Two Languages in One Mind: First Language AttritionThe Effects of Two Languages in One Mind: First Language Attrition
The Effects of Two Languages in One Mind: First Language Attrition
 
English 781 881 we slides
English 781 881 we slidesEnglish 781 881 we slides
English 781 881 we slides
 
Digital literacies: The future of course design in English for Science and Te...
Digital literacies: The future of course design in English for Science and Te...Digital literacies: The future of course design in English for Science and Te...
Digital literacies: The future of course design in English for Science and Te...
 
Sifakis serres-global english
Sifakis serres-global englishSifakis serres-global english
Sifakis serres-global english
 
AICLE-CLIL
AICLE-CLILAICLE-CLIL
AICLE-CLIL
 
Clil series 2010 11 session 1 r hawkes 061010
Clil series 2010 11 session 1 r hawkes 061010Clil series 2010 11 session 1 r hawkes 061010
Clil series 2010 11 session 1 r hawkes 061010
 
From syllabus design to curriculum development
From syllabus design to curriculum developmentFrom syllabus design to curriculum development
From syllabus design to curriculum development
 
Tema 2.1 ppt
Tema 2.1 pptTema 2.1 ppt
Tema 2.1 ppt
 
Tesol2011 pc
Tesol2011 pcTesol2011 pc
Tesol2011 pc
 
applied linguistics...
applied linguistics...applied linguistics...
applied linguistics...
 
CLIL - Content and Language Integrated Learning
CLIL - Content and Language Integrated LearningCLIL - Content and Language Integrated Learning
CLIL - Content and Language Integrated Learning
 
Current_Perspectives_on_Teaching_World_Englishes_a.pdf
Current_Perspectives_on_Teaching_World_Englishes_a.pdfCurrent_Perspectives_on_Teaching_World_Englishes_a.pdf
Current_Perspectives_on_Teaching_World_Englishes_a.pdf
 
English Learners in 21st-Century Classrooms and Language Acquisition Theories
English Learners in 21st-Century Classrooms and Language Acquisition TheoriesEnglish Learners in 21st-Century Classrooms and Language Acquisition Theories
English Learners in 21st-Century Classrooms and Language Acquisition Theories
 
A Golden Age of ESP teaching: 20th century practice
A Golden Age of ESP teaching: 20th century practiceA Golden Age of ESP teaching: 20th century practice
A Golden Age of ESP teaching: 20th century practice
 
Tla syntax
Tla syntaxTla syntax
Tla syntax
 
English 344 session 1
English 344 session 1English 344 session 1
English 344 session 1
 
Decline and fall of the native speaker
Decline and fall of the native speakerDecline and fall of the native speaker
Decline and fall of the native speaker
 
1 An Overview of Language Teaching Methods and Approaches .docx
1 An Overview of Language Teaching Methods and Approaches .docx1 An Overview of Language Teaching Methods and Approaches .docx
1 An Overview of Language Teaching Methods and Approaches .docx
 
English language testing
English language testingEnglish language testing
English language testing
 
TESOL Staff Development PowerPoint
TESOL Staff Development PowerPointTESOL Staff Development PowerPoint
TESOL Staff Development PowerPoint
 

More from Shona Whyte

AILA 60th anniversary interviews
AILA 60th anniversary interviewsAILA 60th anniversary interviews
AILA 60th anniversary interviewsShona Whyte
 
Converging trends
Converging trendsConverging trends
Converging trendsShona Whyte
 
LSP in higher education pedagogy
LSP in higher education pedagogyLSP in higher education pedagogy
LSP in higher education pedagogyShona Whyte
 
Communication médiatisée par les technologies en anglais à l'école primaire
Communication médiatisée par les technologies en anglais à l'école primaireCommunication médiatisée par les technologies en anglais à l'école primaire
Communication médiatisée par les technologies en anglais à l'école primaireShona Whyte
 
SHOUT4HE ebooks: teacher education in higher ed contexts
SHOUT4HE ebooks: teacher education in higher ed contextsSHOUT4HE ebooks: teacher education in higher ed contexts
SHOUT4HE ebooks: teacher education in higher ed contextsShona Whyte
 
L'écran et la classe de langues
L'écran et la classe de languesL'écran et la classe de langues
L'écran et la classe de languesShona Whyte
 
Webinaire SHOUT4HE
Webinaire SHOUT4HEWebinaire SHOUT4HE
Webinaire SHOUT4HEShona Whyte
 
Enseigner les langues étrangères avec le numérique
Enseigner les langues étrangères avec le numériqueEnseigner les langues étrangères avec le numérique
Enseigner les langues étrangères avec le numériqueShona Whyte
 
Acquisition et enseignement des langues étrangères en milieu guidé
Acquisition et enseignement des langues étrangères en milieu guidéAcquisition et enseignement des langues étrangères en milieu guidé
Acquisition et enseignement des langues étrangères en milieu guidéShona Whyte
 
Colloque PERL 2019: Technologies dans l'enseignement et pour la formation
Colloque PERL 2019: Technologies dans l'enseignement et pour la formationColloque PERL 2019: Technologies dans l'enseignement et pour la formation
Colloque PERL 2019: Technologies dans l'enseignement et pour la formationShona Whyte
 
ESP and why it’s not: learner motivation, teacher competence, and indigenous ...
ESP and why it’s not: learner motivation, teacher competence, and indigenous ...ESP and why it’s not: learner motivation, teacher competence, and indigenous ...
ESP and why it’s not: learner motivation, teacher competence, and indigenous ...Shona Whyte
 
La rétroaction sans douleur : proposer un feedback utile en classe de langue-...
La rétroaction sans douleur : proposer un feedback utile en classe de langue-...La rétroaction sans douleur : proposer un feedback utile en classe de langue-...
La rétroaction sans douleur : proposer un feedback utile en classe de langue-...Shona Whyte
 
PRELA symposium: Lyon 2019
PRELA symposium: Lyon 2019PRELA symposium: Lyon 2019
PRELA symposium: Lyon 2019Shona Whyte
 
PRELA symposium: crosslinguistic perspectives in language education
PRELA symposium: crosslinguistic perspectives in language educationPRELA symposium: crosslinguistic perspectives in language education
PRELA symposium: crosslinguistic perspectives in language educationShona Whyte
 
SHOUT4HE - 6 questions pour les enseignant-e-s de l'UCA
SHOUT4HE - 6 questions pour les enseignant-e-s de l'UCASHOUT4HE - 6 questions pour les enseignant-e-s de l'UCA
SHOUT4HE - 6 questions pour les enseignant-e-s de l'UCAShona Whyte
 
SHOUT4HE at Université Côte d'Azur
SHOUT4HE at Université Côte d'AzurSHOUT4HE at Université Côte d'Azur
SHOUT4HE at Université Côte d'AzurShona Whyte
 
Adopting open practices in schools: a CALL teacher education study
Adopting open practices in schools: a CALL teacher education studyAdopting open practices in schools: a CALL teacher education study
Adopting open practices in schools: a CALL teacher education studyShona Whyte
 
3LEA Intro to interpreting
3LEA Intro to interpreting3LEA Intro to interpreting
3LEA Intro to interpretingShona Whyte
 
Goal Session 6 2019
Goal Session 6 2019Goal Session 6 2019
Goal Session 6 2019Shona Whyte
 

More from Shona Whyte (20)

AILA 60th anniversary interviews
AILA 60th anniversary interviewsAILA 60th anniversary interviews
AILA 60th anniversary interviews
 
Converging trends
Converging trendsConverging trends
Converging trends
 
LSP in higher education pedagogy
LSP in higher education pedagogyLSP in higher education pedagogy
LSP in higher education pedagogy
 
Communication médiatisée par les technologies en anglais à l'école primaire
Communication médiatisée par les technologies en anglais à l'école primaireCommunication médiatisée par les technologies en anglais à l'école primaire
Communication médiatisée par les technologies en anglais à l'école primaire
 
SHOUT4HE ebooks: teacher education in higher ed contexts
SHOUT4HE ebooks: teacher education in higher ed contextsSHOUT4HE ebooks: teacher education in higher ed contexts
SHOUT4HE ebooks: teacher education in higher ed contexts
 
L'écran et la classe de langues
L'écran et la classe de languesL'écran et la classe de langues
L'écran et la classe de langues
 
Webinaire SHOUT4HE
Webinaire SHOUT4HEWebinaire SHOUT4HE
Webinaire SHOUT4HE
 
Enseigner les langues étrangères avec le numérique
Enseigner les langues étrangères avec le numériqueEnseigner les langues étrangères avec le numérique
Enseigner les langues étrangères avec le numérique
 
Acquisition et enseignement des langues étrangères en milieu guidé
Acquisition et enseignement des langues étrangères en milieu guidéAcquisition et enseignement des langues étrangères en milieu guidé
Acquisition et enseignement des langues étrangères en milieu guidé
 
Colloque PERL 2019: Technologies dans l'enseignement et pour la formation
Colloque PERL 2019: Technologies dans l'enseignement et pour la formationColloque PERL 2019: Technologies dans l'enseignement et pour la formation
Colloque PERL 2019: Technologies dans l'enseignement et pour la formation
 
ESP and why it’s not: learner motivation, teacher competence, and indigenous ...
ESP and why it’s not: learner motivation, teacher competence, and indigenous ...ESP and why it’s not: learner motivation, teacher competence, and indigenous ...
ESP and why it’s not: learner motivation, teacher competence, and indigenous ...
 
La rétroaction sans douleur : proposer un feedback utile en classe de langue-...
La rétroaction sans douleur : proposer un feedback utile en classe de langue-...La rétroaction sans douleur : proposer un feedback utile en classe de langue-...
La rétroaction sans douleur : proposer un feedback utile en classe de langue-...
 
PRELA symposium: Lyon 2019
PRELA symposium: Lyon 2019PRELA symposium: Lyon 2019
PRELA symposium: Lyon 2019
 
PRELA symposium: crosslinguistic perspectives in language education
PRELA symposium: crosslinguistic perspectives in language educationPRELA symposium: crosslinguistic perspectives in language education
PRELA symposium: crosslinguistic perspectives in language education
 
SHOUT4HE - 6 questions pour les enseignant-e-s de l'UCA
SHOUT4HE - 6 questions pour les enseignant-e-s de l'UCASHOUT4HE - 6 questions pour les enseignant-e-s de l'UCA
SHOUT4HE - 6 questions pour les enseignant-e-s de l'UCA
 
SHOUT4HE at Université Côte d'Azur
SHOUT4HE at Université Côte d'AzurSHOUT4HE at Université Côte d'Azur
SHOUT4HE at Université Côte d'Azur
 
Adopting open practices in schools: a CALL teacher education study
Adopting open practices in schools: a CALL teacher education studyAdopting open practices in schools: a CALL teacher education study
Adopting open practices in schools: a CALL teacher education study
 
3LEA Intro to interpreting
3LEA Intro to interpreting3LEA Intro to interpreting
3LEA Intro to interpreting
 
Goal Session 6 2019
Goal Session 6 2019Goal Session 6 2019
Goal Session 6 2019
 
Moral politics
Moral politicsMoral politics
Moral politics
 

Recently uploaded

NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...Amil baba
 
dusjagr & nano talk on open tools for agriculture research and learning
dusjagr & nano talk on open tools for agriculture research and learningdusjagr & nano talk on open tools for agriculture research and learning
dusjagr & nano talk on open tools for agriculture research and learningMarc Dusseiller Dusjagr
 
OSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsOSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsSandeep D Chaudhary
 
Spellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPSSpellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPSAnaAcapella
 
Tatlong Kwento ni Lola basyang-1.pdf arts
Tatlong Kwento ni Lola basyang-1.pdf artsTatlong Kwento ni Lola basyang-1.pdf arts
Tatlong Kwento ni Lola basyang-1.pdf artsNbelano25
 
Orientation Canvas Course Presentation.pdf
Orientation Canvas Course Presentation.pdfOrientation Canvas Course Presentation.pdf
Orientation Canvas Course Presentation.pdfElizabeth Walsh
 
Simple, Complex, and Compound Sentences Exercises.pdf
Simple, Complex, and Compound Sentences Exercises.pdfSimple, Complex, and Compound Sentences Exercises.pdf
Simple, Complex, and Compound Sentences Exercises.pdfstareducators107
 
21st_Century_Skills_Framework_Final_Presentation_2.pptx
21st_Century_Skills_Framework_Final_Presentation_2.pptx21st_Century_Skills_Framework_Final_Presentation_2.pptx
21st_Century_Skills_Framework_Final_Presentation_2.pptxJoelynRubio1
 
Observing-Correct-Grammar-in-Making-Definitions.pptx
Observing-Correct-Grammar-in-Making-Definitions.pptxObserving-Correct-Grammar-in-Making-Definitions.pptx
Observing-Correct-Grammar-in-Making-Definitions.pptxAdelaideRefugio
 
diagnosting testing bsc 2nd sem.pptx....
diagnosting testing bsc 2nd sem.pptx....diagnosting testing bsc 2nd sem.pptx....
diagnosting testing bsc 2nd sem.pptx....Ritu480198
 
Ernest Hemingway's For Whom the Bell Tolls
Ernest Hemingway's For Whom the Bell TollsErnest Hemingway's For Whom the Bell Tolls
Ernest Hemingway's For Whom the Bell TollsPallavi Parmar
 
QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lesson
QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lessonQUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lesson
QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lessonhttgc7rh9c
 
PANDITA RAMABAI- Indian political thought GENDER.pptx
PANDITA RAMABAI- Indian political thought GENDER.pptxPANDITA RAMABAI- Indian political thought GENDER.pptx
PANDITA RAMABAI- Indian political thought GENDER.pptxakanksha16arora
 
SPLICE Working Group: Reusable Code Examples
SPLICE Working Group:Reusable Code ExamplesSPLICE Working Group:Reusable Code Examples
SPLICE Working Group: Reusable Code ExamplesPeter Brusilovsky
 
Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jisc
 
How to Add a Tool Tip to a Field in Odoo 17
How to Add a Tool Tip to a Field in Odoo 17How to Add a Tool Tip to a Field in Odoo 17
How to Add a Tool Tip to a Field in Odoo 17Celine George
 
Personalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes GuàrdiaPersonalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes GuàrdiaEADTU
 
Wellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptxWellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptxJisc
 

Recently uploaded (20)

NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
 
dusjagr & nano talk on open tools for agriculture research and learning
dusjagr & nano talk on open tools for agriculture research and learningdusjagr & nano talk on open tools for agriculture research and learning
dusjagr & nano talk on open tools for agriculture research and learning
 
OSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsOSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & Systems
 
Spellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPSSpellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPS
 
Tatlong Kwento ni Lola basyang-1.pdf arts
Tatlong Kwento ni Lola basyang-1.pdf artsTatlong Kwento ni Lola basyang-1.pdf arts
Tatlong Kwento ni Lola basyang-1.pdf arts
 
Orientation Canvas Course Presentation.pdf
Orientation Canvas Course Presentation.pdfOrientation Canvas Course Presentation.pdf
Orientation Canvas Course Presentation.pdf
 
Simple, Complex, and Compound Sentences Exercises.pdf
Simple, Complex, and Compound Sentences Exercises.pdfSimple, Complex, and Compound Sentences Exercises.pdf
Simple, Complex, and Compound Sentences Exercises.pdf
 
21st_Century_Skills_Framework_Final_Presentation_2.pptx
21st_Century_Skills_Framework_Final_Presentation_2.pptx21st_Century_Skills_Framework_Final_Presentation_2.pptx
21st_Century_Skills_Framework_Final_Presentation_2.pptx
 
Observing-Correct-Grammar-in-Making-Definitions.pptx
Observing-Correct-Grammar-in-Making-Definitions.pptxObserving-Correct-Grammar-in-Making-Definitions.pptx
Observing-Correct-Grammar-in-Making-Definitions.pptx
 
diagnosting testing bsc 2nd sem.pptx....
diagnosting testing bsc 2nd sem.pptx....diagnosting testing bsc 2nd sem.pptx....
diagnosting testing bsc 2nd sem.pptx....
 
OS-operating systems- ch05 (CPU Scheduling) ...
OS-operating systems- ch05 (CPU Scheduling) ...OS-operating systems- ch05 (CPU Scheduling) ...
OS-operating systems- ch05 (CPU Scheduling) ...
 
Ernest Hemingway's For Whom the Bell Tolls
Ernest Hemingway's For Whom the Bell TollsErnest Hemingway's For Whom the Bell Tolls
Ernest Hemingway's For Whom the Bell Tolls
 
QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lesson
QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lessonQUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lesson
QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lesson
 
PANDITA RAMABAI- Indian political thought GENDER.pptx
PANDITA RAMABAI- Indian political thought GENDER.pptxPANDITA RAMABAI- Indian political thought GENDER.pptx
PANDITA RAMABAI- Indian political thought GENDER.pptx
 
SPLICE Working Group: Reusable Code Examples
SPLICE Working Group:Reusable Code ExamplesSPLICE Working Group:Reusable Code Examples
SPLICE Working Group: Reusable Code Examples
 
Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)
 
How to Add a Tool Tip to a Field in Odoo 17
How to Add a Tool Tip to a Field in Odoo 17How to Add a Tool Tip to a Field in Odoo 17
How to Add a Tool Tip to a Field in Odoo 17
 
Personalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes GuàrdiaPersonalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes Guàrdia
 
VAMOS CUIDAR DO NOSSO PLANETA! .
VAMOS CUIDAR DO NOSSO PLANETA!                    .VAMOS CUIDAR DO NOSSO PLANETA!                    .
VAMOS CUIDAR DO NOSSO PLANETA! .
 
Wellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptxWellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptx
 

Key terms in DDL/SLA

  • 1. AILA World Congress Groenigen, NL: 19 August 2021 The dirty dozen: bridging gaps between la didactique des langues and second language studies in 12 key terms Shona WHYTE Université Côte d’Azur (Nice, France)
  • 2. Association Internationale de Linguistique Appliquée Association Française de Linguistique Appliquée second language acquisition (SLA) L2 research didactique des langues (DDL) acquisition des langues secondes (RAL2)
  • 3. France Linguistique appliquée: innovation in language learning/teaching research in France (1955-85) Shona Whyte Smith, R., & Giesler, T. (in press). (Eds). Innovations in language learning and teaching: historical perspectives. AILA Applied Linguistics Series: Benjamins. History of la linguistique appliquée
  • 4. It seems that connections between French DDL and both AL and SLA are both possible and desirable (Berthet, 2011; Véronique, 2009, 2010) and it is somewhat reassuring to be reminded that our forerunners in the field on both sides of the Atlantic have included linguists and practitioners, theoreticians and pragmatists of all types. In this chapter, I have sought to unravel some of the historical tensions involved in the development of research on language teaching from the 1960s in France, with the aim of perhaps facilitating communication among those who are united in their concern to understand the task of second language learning in instructed contexts - what our learners know, how they come to know it, and how teachers may best accompany their progress. Whyte (in press)
  • 5. France Moving with the times: new developments in languages in French higher education contexts Shona Whyte 2020: volume 12(2) Language education research community
  • 6. Key terms, key texts over 50+ years 1967-2021 1. Bailly, D. (1998). Les mots de la didactique des langues: le cas de l'anglais. Paris: Ophrys. 2. Cuq, J. P., & Gruca, I. (2005). Cours de didactique du français langue étrangère et seconde. Grenoble, France: Presses universitaires de Grenoble. 3. Galisson, R., & Coste, D. (1976). Dictionnaire de didactique des langues. Paris: Hachette. 4. Leclerq, P., Edmonds, A., & Sneed German, E. (Eds). (in press). Introduction à l’acquisition des langues étrangères. Leuven, BE: DeBoeck.  5. Quivy, M., & Tardieu, C. (2002). Glossaire de didactique de l'anglais. Ellipses. 1. Cook, V., & Singleton, D. (2014). Key topics in second language acquisition. Bristol, UK: Multilingual matters. 2. Corder, S.P. (1967). The significance of learners’ errors. IRAL. 3. Krashen, SK (1982). Principles and practice in SLA. Pergammon. 4. Larsen-Freeman, D., & Long, M. (1991). An introduction to second language acquisition. Routledge. 5. Lightbown, P., & Spada, N. (1993). How languages are learned. Oxford. 6. Loewen, S., & Reinders, H. (2011). Key concepts in second language acquisition. Basingstoke, UK: Palgrave Macmillan. 7. Selinker, L. (1972). Interlanguage. IRAL.
  • 7. Key terms 6 pairs acquisition learning acquisition apprentissage first language (L1) second language (L2) langue maternelle (LM) langue seconde (L2) target language (TL) foreign language (FL) langue cible 
 (LC) langue étrangère (LE) input culture input culture grammar interlanguage grammaire interlangue competence proficiency compétence niveau
  • 8. How are key terms in French and English defined in key texts over 50 years? 1. Early period (1967-82) 2. Turn of century (1990s-2000s) 3. Recent period (2011-2021)
  • 9. Early period 1967-1982 •Corder (1967), Selinker (1972), Galisson & Coste (1976), Krashen (1982) •acquisition/learning: Krashen’s famous distinction between subconscious acquisition and conscious learning; other authors use learning •English sources contrast first and second languages (L1/L2); French focus on native/ foreign, and consider foreign/second distinction “pedagogically unjustified” •Corder and Krashen focus on input as a key variable; Galisson & Coste have a long entry on culture •Corder and Selinker set out Chomskyan perspective of learner-internal grammar (built-in syllabus, interlanguage); •English sources focus on (native-like) competence, Krashen distinguishes acquired and learned competence; French source devotes much more attention to proficiency (Threshold Level) EN learner, FR teacher
  • 10. Turn of the century 1990s-2000s •Larsen-Freeman & Long (1991), Lightbown & Spada (1993), Bailly (1998), Quivy & Tardieu (2002), Cuq & Gruca (2005) •acquisition/learning: English prefers acquisition or uses terms interchangeably, mentioning but not accepting Krashen’s distinction. French sources follow Krashen and prefer learning (apprentissage); appropriation used as an umbrella term •Agreement on first and second languages (L1/L2); French use foreign as superordinate while English use second •Complementary distribution input/culture /English sources focus on first, French on second •All authors except Bailly define interlanguage Cuq & Gruca consider the term theoretically outdated but pedagogically useful; the English sources take a learner-internal perspective on grammar; Cuq & Gruca consider both learner and teacher perspectives •North American take a Chomskyan view of competence, and focus on difficulties in defining and measuring proficiency. The French books use institutional definitions (CEFR) for both. FR: Krashen, interlanguage; strong focus on culture (Galisson) and methodology (history of methods)
  • 11. Recent period 2011-2021 •Loewen & Reinders (2011), Cook & Singleton (2014), Leclerq, Edmonds & Sneed German (in press) •acquisition/learning: Krashen’s distinction is collapsed (mentioned only by Loewen & Reinders) •underlining of commonalities between first and second language acquisition (Loewen & Reinders note resistance to acquisition as implying an end-state, Watorek endorses (in Leclerq et al) •preference for second over foreign language (Hilton in Leclerq et al and Loewen & Reinders both maintain distinction) •Leclerq et al use source/target language; Cook & Singleton differentiate L2 learner and user •All authors take a learner-internal perspective on grammar; it is never viewed as a teaching objective (unlike e.g. vocabulary, speaking) •much more reference to competence(s) than proficiency Clear divergence between acquisition-oriented and didactic reference works from previous period
  • 12. Some conclusions •few differences in status or definitions of key terms: French and English sources agree on importance and meanings •different views on relative significance for language teaching/ learning (research): French sources favour • learning in Krashen’s restrictive sense • foreign language (second => francophone Africa) • inclusion of grammar and culture as curricular staples • institutional perspectives on competence and proficiency •English SLA sources continue to take a 
 learner perspective second language acquisition (SLA) L2 research acquisition des langues secondes (RAL2) didactique des langues (DDL)
  • 13. The dirty dozen: bridging gaps between la didactique des langues and second language studies in 12 key terms Shona WHYTE Université Côte d’Azur Nice, France shona.whyte@univ-cotedazur.fr shonawhyte.wordpress.com