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LINGUIST List 17.749

Sun Mar 12 2006

Confs: Applied Ling/Auckland, New Zealand

Editor for this issue: Kevin Burrows <kevinlinguistlist.org>

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        1.    Rob Batstone, Socio-Cognitive Aspects of Second Language Learning and Teaching

Message 1: Socio-Cognitive Aspects of Second Language Learning and Teaching
Date: 09-Mar-2006
From: Rob Batstone <r.batstoneauckland.ac.nz>
Subject: Socio-Cognitive Aspects of Second Language Learning and Teaching

Socio-Cognitive Aspects of Second Language Learning and Teaching

Date: 12-Apr-2007 - 14-Apr-2007
Location: Auckland, New Zealand
Contact: Farina Ibnul
Contact Email: < click here to access email >
Meeting URL: http://www.arts.auckland.ac.nz/sociocog/

Linguistic Field(s): Applied Linguistics

Meeting Description:

The conference addresses the roles of cognition and social context in second language learning and teaching

Guest speakers

Patricia Duff (University of British Columbia)
Rod Ellis (University of Auckland)
James P. Lantolf (Pennsylvania State University)
Alison Mackey (Georgetown University)
Richard Schmidt (University of Hawaii at Manoa)
Merrill Swain (University of Toronto)
Elaine Tarone (University of Minnesota)

Conference theme

Over recent years, researchers in the field of Second Language Acquisition (SLA) have become increasingly concerned with questions about the nature of second language learning, questions which have implications both for applied linguistics and for language teachers. For some scholars language learning is primarily a matter of understanding how the brain works to process information, an essentially cognitive perspective which has been hugely influential in shaping proposals for form-focused instruction and task-based language teaching. For other scholars, understanding language learning means understanding how learning and learners are situated in social contexts, a perspective which highlights such matters as learner identities and human agency, and the roles played by culture and social relationships in the second language classroom. For others, understanding SLA means understanding how the social and the cognitive necessarily work together.

For this conference we invite contributors to address (from their own particular perspectives) both cognitive and social aspects of SLA, whether this be to argue for their interdependence, or else to argue how one aspect should take priority over the other. These perspectives could entail theoretical issues in SLA or more practical concerns related to language pedagogy, or, both.

We envisage the conference will be of interest to researchers in applied linguistics and to teachers who are concerned with the social and the cognitive dimensions of second language teaching and learning.

Further information

Please go to the conference website at: http://www.arts.auckland.ac.nz/sociocog/

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