Location of Repository

Engagement with language: interrogating a construct

By Agneta Marie-Louise Svalberg

Abstract

In 'Language awareness and language learning' (Svalberg, 2007) I concluded that the otherwise diverse and multidisciplinary field of language awareness (LA) is given coherence by its focus on engagement with language. I argued that LA is seen as active and not merely as a state of conscious awareness or sensitivity. This paper goes one step further by developing and testing the construct. It discusses what engagement with language might consist of and contrasts with and how it can be identified. Cognitive, social, and affective aspects of engagement, including notions such as attention, autonomy, and agency, are posited. Having arrived at first at a working definition and then an expanded and refined definition, the construct is applied to some classroom and student interview data. Some tentative conclusions about English for Speakers of Other Languages (ESOL) students' engagement with language, what motivates, facilitates, and hinders it, are drawn. The main purpose of the paper is, however, to try and determine the usefulness or otherwise of the construct as such, how it relates to other constructs in the literature, and where it might be taken in future research.Peer reviewedPost prin

Publisher: Taylor & Francis
Year: 2009
DOI identifier: 10.1080/09658410903197264
OAI identifier: oai:lra.le.ac.uk:2381/7659
Journal:

Suggested articles

Preview

Citations

  1. (2007). Action-based teaching, autonomy and identity. doi
  2. (1997). Attention, awareness, and foreign language behaviour. doi
  3. (2003). Attitudes, orientations, and motivations in language learning : advances in theory, research and applications. doi
  4. (2006). Being the Teacher’: Identity and Classroom Conversation. doi
  5. (1997). Chaos/Complexity Science and Second Language Acquisition. doi
  6. (1976). Communication to Curriculum.
  7. (2002). conducts a discussion around a similar question but does not interrogate the engagement construct as such.
  8. (2002). Contexts of engagement: a discourse perspective on ‘intake’ and ‘pushed output’. doi
  9. (2005). data was collected for, and discussed in, …
  10. (2003). Focusing on form: student engagement with teacher feedback. doi
  11. (2005). Implementing the Adult ESOL Core Curriculum; subversion and compliance.
  12. (1992). Inner and outer: Spoken discourse in the language classroom.
  13. (2001). Language and agency. doi
  14. (2007). Language Awareness and Language Learning. Language Teaching doi
  15. (2007). Language learner autonomy: Some fundamental considerations revisited. doi
  16. (2006). Languaging, agency and collaboration in second language learning. doi
  17. (1996). Lectures in a second language: Notes towards a cultural grammar. doi
  18. (2006). Listening comprehension: The learners’ perspective. doi
  19. (2008). Metatalk in a pair work activity: Level of engagement and implications for language development. doi
  20. (2006). Motivation, language attitudes and globalisation : a Hungarian perspective. Clevedon: Multilingual Matters Ellis, doi
  21. (1995). Social Identity, Investment, and Language Learning. doi
  22. (1985). Social psychology and second language learning : the role of attitudes and motivation. Edward Arnold. doi
  23. (2002). The effect of interaction in acquiring the grammar of a second language. doi
  24. (2008). Vocabulary Learning Strategies and Foreign Language Acquisition. Clevedon: Multilingual Matters, doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.