New materialist explanations in language education. , 2022
The chapter is a theoretical discussion of the concept of personal repertoire and its application... more The chapter is a theoretical discussion of the concept of personal repertoire and its application in the context of applied linguistics, particularly in the study of language learning and development. It questions conceptualisations that understand language learning as acquisition of abstract, decontextual and disembodied language knowledge and argues that learners' know-how is not based on any kind of 'mental grammar', but on a personal repertoire of different multimodal semiotic resources. Bringing together 'old' and 'new' arguments for materialism, personal repertoires are examined focussing on how embodied agentive activity is intertwined with the socially structured environments and their specific material features, tools and artefacts. The repertoire, or the know-how that emerges, is not, strictly speaking, 'language', but rather, a meshwork of 'skilled linguistic action' in the analysis of which embodiment and materiality are highly significant considerations. The viewpoint transcends the alleged gap between social and cognitive orientations of language learning research and discusses learning and use of language from an ecological point of view as 'languaging'.
The paper introduces a fresh perspective on individual language skills, or, language proficiency.... more The paper introduces a fresh perspective on individual language skills, or, language proficiency. Based on dialogical thinking, theory of distributed language and cognition and sociolinguistics, it will be argued that ’mental grammar’ is an inappropriate metaphor for describing an individuals’ language skills. To present an alternative view, language is here understood as ’resources’ that will be appropriated by individuals for developing a ’personal repertoire’. Focusing here on the role of embodiment and materiality, the personal repertoire is seen an assemblage of embodied skilled action that helps the learners to act upon different types of affordances in different material environments.
The paper introduces a fresh perspective on individual language skills, or, language proficiency.... more The paper introduces a fresh perspective on individual language skills, or, language proficiency. Based on dialogical thinking, theory of distributed language and cognition and sociolinguistics, it will be argued that 'mental grammar' is an inappropriate metaphor for describing an individuals' language skills. To present an alternative view, language is here understood as 'resources' that will be appropriated by individuals for developing a 'personal repertoire'. Focusing here on the role of embodiment and materiality, the personal repertoire is seen an assemblage of embodied skilled action that helps the learners to act upon different types of affordances in different material environments.
This paper considers multilingualism from the point of view of language learning and teaching. We... more This paper considers multilingualism from the point of view of language learning and teaching. We discuss the 'monological' thinking in linguistics and in the research of language learning and teaching and argue that the monological stand, more often than not, also ...
This paper considers multilingualism from the point of view of language learning and teaching. We... more This paper considers multilingualism from the point of view of language learning and teaching. We discuss the ‘monological’ thinking in linguistics and in the research of language learning and teaching and argue that the monological stand, more often than not, also embeds a monolingual bias. As an alternative to monologism, we discuss dialogical notion of language and argue that this inherently involves a multilingual stand.
New materialist explanations in language education. , 2022
The chapter is a theoretical discussion of the concept of personal repertoire and its application... more The chapter is a theoretical discussion of the concept of personal repertoire and its application in the context of applied linguistics, particularly in the study of language learning and development. It questions conceptualisations that understand language learning as acquisition of abstract, decontextual and disembodied language knowledge and argues that learners' know-how is not based on any kind of 'mental grammar', but on a personal repertoire of different multimodal semiotic resources. Bringing together 'old' and 'new' arguments for materialism, personal repertoires are examined focussing on how embodied agentive activity is intertwined with the socially structured environments and their specific material features, tools and artefacts. The repertoire, or the know-how that emerges, is not, strictly speaking, 'language', but rather, a meshwork of 'skilled linguistic action' in the analysis of which embodiment and materiality are highly significant considerations. The viewpoint transcends the alleged gap between social and cognitive orientations of language learning research and discusses learning and use of language from an ecological point of view as 'languaging'.
The paper introduces a fresh perspective on individual language skills, or, language proficiency.... more The paper introduces a fresh perspective on individual language skills, or, language proficiency. Based on dialogical thinking, theory of distributed language and cognition and sociolinguistics, it will be argued that ’mental grammar’ is an inappropriate metaphor for describing an individuals’ language skills. To present an alternative view, language is here understood as ’resources’ that will be appropriated by individuals for developing a ’personal repertoire’. Focusing here on the role of embodiment and materiality, the personal repertoire is seen an assemblage of embodied skilled action that helps the learners to act upon different types of affordances in different material environments.
The paper introduces a fresh perspective on individual language skills, or, language proficiency.... more The paper introduces a fresh perspective on individual language skills, or, language proficiency. Based on dialogical thinking, theory of distributed language and cognition and sociolinguistics, it will be argued that 'mental grammar' is an inappropriate metaphor for describing an individuals' language skills. To present an alternative view, language is here understood as 'resources' that will be appropriated by individuals for developing a 'personal repertoire'. Focusing here on the role of embodiment and materiality, the personal repertoire is seen an assemblage of embodied skilled action that helps the learners to act upon different types of affordances in different material environments.
This paper considers multilingualism from the point of view of language learning and teaching. We... more This paper considers multilingualism from the point of view of language learning and teaching. We discuss the 'monological' thinking in linguistics and in the research of language learning and teaching and argue that the monological stand, more often than not, also ...
This paper considers multilingualism from the point of view of language learning and teaching. We... more This paper considers multilingualism from the point of view of language learning and teaching. We discuss the ‘monological’ thinking in linguistics and in the research of language learning and teaching and argue that the monological stand, more often than not, also embeds a monolingual bias. As an alternative to monologism, we discuss dialogical notion of language and argue that this inherently involves a multilingual stand.
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