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SUMMARY:How can usage-based SLA invigorate language education? -  Professo
 r Lourdes Ortega\, Georgetown University\, Washington\, USA 
DTSTART:20190513T160000Z
DTEND:20190513T173000Z
UID:TALK113044@talks.cam.ac.uk
CONTACT:Ann Waterman
DESCRIPTION:\nEmpirical studies that adopt usage-based perspectives docume
 nt how\, in child learners (Ambridge & Lieven\, 2015) as well as in adult 
 learners (Cadierno & Eskildsen\, 2015)\, grammar emerges piece-meal from g
 eneral psychological principles of statistical learning\, abstraction\, an
 d categorization that are massively\, redundantly\, and compulsorily engag
 ed during iterative social communication events. Moreover\, the events\, t
 he statistics\, and the categorization are specific to each person’s his
 tory of language experience (Ochs\, 2012)\, driven by socially distributed
  meaning and grounded in the material world\, that is\, multimodal and emb
 odied (Kiefer & Pullvermüller\, 2012). In this talk\, I examine a broad p
 alette of applications that have infused these usage-based insights into l
 anguage teaching.  Some see effective language teaching as capitalizing on
  fundamentally implicit\, statistical and input driven processes (Verspoor
 \, 2017). Some agree but also envision a larger role for explicit instruct
 ion of grammar as providing top-down short-cuts that strengthen cognitive 
 processes of abstraction and categorization\, particularly if the explicit
  content is informed by cognitive linguistic descriptions and appeals to m
 eaning (Tyler\, 2012\; Tyler & Ortega\, 2018). A role for largely explicit
  pedagogies is envisioned by others (Zhang & Lantolf\, 2015)\, hoping for 
 instructional designs that can create “artificial” routes of explicit 
 self-regulation into language development. Others (Wagner\, 2015) have als
 o called for instruction that orchestrates opportunities for contextualize
 d social interactions “in the wild” with explicit reflections of one
 ’s emergent usage history in the classroom. Yet\, others have emphasized
  the need to put the complexities of learner-and-language at the center of
  instruction (Larsen-Freeman\, 2015\; Roehr-Brackin\, 2014). In reviewing 
 and evaluating these trends\, I will distill theoretical principles that m
 ight open up a new kind of usage-inspired language pedagogy for the future
 \, one that will challenge\, update\, and invigorate language education in
  the foreseeable future.\n\nLourdes Ortega is a Professor in the Departmen
 t of Linguistics at Georgetown University. She is best known for an award-
 winning meta-analysis of second language instruction published in 2000\, a
  best-seller graduate-level textbook Understanding Second Language Acquisi
 tion (Routledge 2009\, translated into Mandarin in 2016)\, and since 2010 
 for championing a bilingual and social justice turn in her field of second
  language acquisition. Her latest book is The Handbook of Bilingualism wit
 h Cambridge University Press (co-edited in 2019 with child bilingualism re
 searcher Annick De Houwer).\n\n
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, Ro
 om 1S3
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