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- W3201434417 abstract "A student is someone who learns how to turn life into signs. More formally,education “is fundamentally about internalization of knowledge and abilities whichcan potentially . . . create new tools for regulation” (Negueruela, 2008, p. 195).Schooling aims to transform what Vygotsky called spontaneous or everyday concepts(informal, implicit, episodic, and unanalyzed knowledge) into scientific concepts(abstract, taxonomic, and explicit), that is, knowledge that transcends livedexperience (Lantolf & Poehner, 2008, p. 11). Language teacher education oftenproceeds upon the assumption that this transformation is essentially transparent,not to mention a one-way street. In an MA TESOL class on SLA, for example,students may be asked to identify, through reflection, factors that shaped theirexposure to second or foreign languages in various stages of their lives (Verity,2009); rough parallels can then be drawn between those informal taxonomies andcurrent SLA research paradigms, each with its own linguistic, psychological orsocial/cultural agenda (Lightbown & Spada, 1993; Ortega, 2005). This recoding ofpersonal experience gives theoretical SLA concepts an episodic dimension, and mayhelp students avoid the dangers of verbalism, a theoretical mastery of knowledgethat remains separate from material practice (Lantolf & Poehner, 2008, p. 12;Negueruela, 2008, p. 189)." @default.
- W3201434417 created "2021-09-27" @default.
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- W3201434417 date "2011-01-17" @default.
- W3201434417 modified "2023-09-23" @default.
- W3201434417 title "The Reverse Move: Enriching Informal Knowledge in the Pedagogical Grammar Class" @default.
- W3201434417 doi "https://doi.org/10.4324/9780203844991-19" @default.
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