What counts as second language (L2) knowledge, how it is learned, and how what is known about L2 learning informs teaching have been conceptualized in different ways by L2 researchers from different epistemological and ontological perspectives. Within a broadly social perspective, while there is recognition that L2 learning and teaching take place in social context, how social context should be conceptualized and what weight it may bear on learning and teaching are a matter of contention. Indeed, there has long been a division between the micro and macro views among researchers, with the micro view privileging the agency of learners at the level of local interaction (e.g. studies in the ethnomethodology and conversation analysis tradition), while the macro view attaches great importance to the constraints that social structure has on the learning process (e.g. studies informed by critical theory). Richard Young’s monograph, Discursive practice in language learning and teaching (published in the two versions listed above), is an important and timely contribution in that it proposes Discursive Practice (DP) as a theoretical framework to transcend just such a division. Practice here is defined as ‘the construction and reflection of social realitie
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