English Language Teaching in its Social Context

NAVIGATING THE DISCOURSE 319the others. Of coursc, lcarncrs in such a context will be confronted by the challenge ofhaving to navigate a discourse that may be different from the lund of classroom discoursewith which they arc more at ease. However, if we accept the implications of current SLAresearch, it is possible that a more positive relationship between success in navigating suchdiscourse and success in language learning will emerge.ReferencesAllen, P., Swain, M., Harley, B., and Cummins, J. (1990) ‘Aspects of classroom treatment:toward a more comprehensive view of second language education’, in The development ojsecond language projciency, B. Harley et al. (eds). Cambridge: Cambridge University Press.Allwright, R. (1980) ‘Turns, topics and tasks: patterns of participation in language teaching andlearning’, in Discourse analysis in second language research, D. Larsen-Freeman (ed.).Rowley Mass: Newbury House.____ (1984) ‘Why don’t learners learn what teachers teach? The interaction hypothesis’, inLanguage learning informal and informal contexts, D. Singlcton and D. Little (eds). Dublin:IRAL.(1989) Interaction in the language classroom: social problems and pedagogic possibilities. Paperpresented at Les Etats Generaux des Langues, Paris, April 1989.Allwright, R. and Bailey, K. (1991) Focus on the language classroom: an introduction to classroomresearch for language teachers. Cambridge: Cambridge University Press.Bahns, J. and Wodc, H. (1980) ‘Form and function in L2 acquisition’, in Second languagedevelopment: trends and issues, S. Felix (ed.). Tubingen: Gunter Narr.Beebe, L. (1977) ‘The influence of the listener on code-switching’. Language Learning 27,331-9.Beebe, L. and Zuengler, J. (1983) ‘Accommodation theory: an explanation for style shifting insecond language dialects’, in Sociolinguistics and second language acquisition, N. Wolfson andE. Judd (eds). Rowley Mass: Newbury House.Bcrwick, R. (1990) Task variation and repair in English as a foreign language. Kobe University ofCommcrcc: Institute of Economic Research.Rourdicu, P. (1991) Language and symbolic power. Cambridge: Polity Press.Breen, M.P. (1985) ‘The social context for languagc lcarning: a neglected situation?’ Studies insecond language acquisition 7. 135-58.____ (1996) ‘Constructions of the teacher in SLA research’, in Georgetown University RoundTable on Languages and Linguistics 1996, J.E. Alatis, C.A. Straehle, M. Ronkin, and B.Gellenberger (eds). Washington D. C. : Georgetown Univcrsity Press.Bruner, J. (1981) ‘The pragmatics of acquisition’, in The child’s construction .f language, W.Deutsch (cd.). NewYork: Academic Press.Chaudron, C. (1988) Second language classrooms: research on teaching and learning. Cambridge:Cambridge University Press.Dahl, D. (1981) ‘The role of experience in speech modifications for second language lcarncrs’.Minnesota Papers in Linguistics and Philosophy of Language 7. 78-93.Day, R. (1984) ‘Student participation in the ESL classroom, or some imperfections inpractice’. Language Learning 34. 69-102.Dobinson, T. (1996) The recall and retention .f new vocabulary from second language classrooms.Unpublished M. A. dissertation, Edith Cowan University, Western Australia.Donaldson, M. (1978) Children’s minds. London: Fontana.Edmondson, W. (1985) ‘Discourse worlds in the classroom and in foreign language learning’.Studies in Second Language Acquisition 7. 159-68.