Published: 2023 – ISBN: 9781003384922
This book expands on traditional validity theory by focusing critically on the role of specific social and ethical dimensions that are central to the definition of the construct. Prominent in this regard are the social and interactional impacts on test stakeholders, such as test-takers, instructors, and language learners in multilingual contexts.
Read three (3) independent reviews of this book published by Language-Assessment-Quarterly, the International Journal of Language Testing, and the Asia-Pacific-Journal of Education
Selected Comments:
“This volume is of great significance, … [it] focuses on fairness and the voices of test takers …, it addresses the thorny issue of validity and validation within a broader pragmatic perspective, … [and, it includes] … interactional competence as an indispensable construct in speaking assessment” —Miao Gao and Dunlai Lin, Language-Assessment-Quarterly.
“[T]he raised topics have been thoroughly considered, not just as abstract notions but also with an effort to connect theory to real-world application whenever feasible.” —Ali Momeni, International Journal of Language Testing.
“It offers valuable insights and practical knowledge for scholars and educators …, making it an indispensable resource for those dedicated to advancing the field.” —Weiping Wu and Liya Zhu , Asia-Pacific-Journal of Education.
To order a copy of this book, please visit Taylor and Francis.
Published: 2021 – ISBN: 9781788923804
This volume analyzes theoretical perspectives and methodological procedures for the assessment of contextualized speaking as interactional competence. It also examines the role that embodied action (gaze, gesture, orientation to materials and texts in the environment) plays in assessment practices, an area that has heretofore remained under-explored.
Read five (5) independent reviews of this book published by Language-Assessment-Quarterly, the Journal of English for Academic Purposes, Language Testing, TESOL in Context, and Papers in Language Testing and Assessment.
Selected Comments:
“[It] is well organised and there is a pleasing sense of completeness in the way that the last two chapters return to the opening theme of the inadequacy of standardised proficiency tests … they have been carefully edited and give a realistic account of how language teaching professionals are exploring how to assess IC in their own situations.” —John Read, Journal of English for Academic Purposes.
“A key strength of the edited volume is the way it assembles a wealth of detailed empirical research studies covering multiple aspects of spoken language competence, such as turn-taking, repair strategies, roleplay, non-verbal behaviour and multilingual competence. The range of methodologies used in these empirical studies and the fine detail with which they are reported make this volume a particularly useful resource for graduate students and early career researchers who are seeking suitable approaches or tools for their own data analysis.” —Linda Taylor , Language Testing.
To order a copy of this book, please visit Multilingual Matters.
Published: 2019 – ISBN: 9781138038998
This volume analyzes research on L2 interactional competence (defined as a set of skills required to co-construct an effective interaction with a variety of interlocutors in a variety of settings) to demonstrate the potential for developing and implementing research-based pedagogy that targets interactional competence. The book is organized into four sections that provide a systematic account of interactional competence.
Read one (1) independent review of this book published by System.
Selected Comments:
“Seemingly, there exists a gap between studies of IC and teaching and assessing IC. … [T]o bridge this gap, Salaberry and Kunitz offer us very revealing, informative and inspiring studies in the volume. … the scope of this impressive book is vast. It encapsulates IC studies not merely from the English language, but also entails studies involving languages like German, Japanese, Chinese and French ….” —Miao Gao and Dunlai Lin, System.
To order a copy of this book, please visit Routledge.
Published: 2019 – Special Issue of the journal Study Abroad Research in Second Language Acquisition and International Education. John Benjamins.
This special issue presents a critical analysis of various types of language use and language interaction instantiated in study abroad (SA) settings (e.g., homestays, language tutors, social media) and describes how these socially-contextualized experiences may lead to improvements in language competence. The articles are good representatives of the recent shift in focus in the field of study abroad research from overall L2 gains to what students can do with the language outside of class, and how that experience impacts their L2 development.
To order a copy of this special issue, please visit John Benjamins e-platform.
Published: 2019 – ISBN: 9781524991555
Conectándonos-3e presents a guided inductive approach to language learning, based on authentic data, language analysis and critical thinking to develop students’ academic skills (critical thinking) that are applicable to any type of language and culture analysis. It introduces learners to significant and systematic regional variations throughout the sections of on language analysis. It also provides students with explicit descriptions of strategies needed to develop useful language skills in reading, writing, speaking, listening, pronunciation and cultural analysis.
To order a copy of this book, please visit Kendall Hunt.
Published: 2018 – Special issue of the Journal of Chinese as a Second Language Research. de Gruyter.
This special issue on “Developing Discourse and Interactional Competence” is focused on the review and analysis of ways in which authentic language materials can be used for the teaching and learning of Mandarin Chinese from beginning to advanced levels. It describes the rationale for the use of authentic language data in classroom, and it presents four exploratory units to showcase effective classroom teaching procedures useful to make learners aware of important features of language interaction in Chinese. The units use two types of authentic materials: natural conversations and entertainment media.
To order a copy of this special issue, please visit de Gruyter.
Published: 2013 – ISBN: 9781934078143
This volume reviews a variety of research methodologies (spanning from cognitive to generative linguistics, from qualitative to qualitative approaches) applied to the study of the L2 acquisition of tense and aspect (across a variety of languages) to analyze the following topics: (1) Theoretical frameworks, (2) Elicitation procedures, (3) Coding of data, and (4) Data analysis.
Read two (2) independent reviews of this book published by Studies in Second Language Acquisition, and The Linguist List.
Selected Comments:
“The strength of the volume lies … in the breadth of theoretical approaches covered by the contributors and the the detailed discussion of of practical matters related to experimental design and data analysis..” —Elena Shimanskaya, Studies in Second Language Acquisition.
“The range of topics and perspectives included into this volume provides a highly relevant and much needed contribution to the field of SLA and will be of help to anyone studying the L2 acquisition process of tense and aspect across languages..” —Natalia Dolgova Jacobsen, The LINGUIST list.
To order a copy of this book, please visit De Gruyter.
Published: 2009 – ISBN: 9781847691774
This book analyses the concept of language allegiances and language-based identities in a multilingual society such as the US. The guiding theme of the book is the identification of specific beliefs and attitudes towards language, and how these attitudes lead to particular actions in the spheres of language ideology, legal litigation, educational agendas, political strategies and cultural identities.
Read three (3) independent reviews of this book published by The Journal of Sociolinguistics, the Bilingual Research Journal, and Spanish in Context.
Selected Comments:
“This book offers a well-made selection of illuminating perspectives on the relation between language and identity in the United States. The contributors – an all-star cast – study the conditions under which beliefs and attitudes towards language are produced and survey the roles they play and effects they have within the fields of culture, education, and politics. With this volume, the sociology of language takes a step forward in its long-standing effort to produce a coherent articulation of language and politics as an object of research.” —José del Valle, The Graduate Center – CUNY, USA.
“The chapters in the book are engaging, critical and current, in that they present the political and social discourses at the micro and macro level – something to imbue our thinking.” —Nydia Flores-Ferrán, The Journal of Sociolinguistics.
“Salaberry provides ample research to document many of the issues surrounding language and identity: In 16 pages, he presents arguments and references for as many issues—including those related to language, identity, culture, cultural identity, dialects, majority–minority language relationships, cultural homogeneity, and stereotypes. … Educators of all levels … Legislators, lawmakers, linguists, and anthropologists will also find this text informative and revealing.” José García-Paine, Bilingual Research Journal.
To order a copy of this book, please visit Multilingual Matters.
Published: 2008 – ISBN: 9781847062383
Through a detailed examination of new and existing empirical data (primarily from L1 English speakers learning L2 Spanish and other Romance languages), this book proposes a new model for examining the multifaceted nature of tense-aspect meanings in second language acquisition (i.e., from lexical to syntactic to discursive) to reconcile competing, alternative hypotheses.
Read two (2) independent reviews of this book published by Studies in Second Language Acquisition, and International Journal of Bilingual Education and Bilingualism.
Selected Comments:
“…Salaberry’s theoretical analysis of tense-aspect acquisition in L2 Spanish is well presented, with logical and convincing argumentation built on empirical evidence from a number of previous studies. His incorporation of data from strands of research not typically considered to be complementary represents a step forward in the quest to understand how learners acquire tense and aspect.” —Rebecca Foote, Studies in Second Language Acquisition.
“Salaberry’s response … is to cross several disciplinary boundaries in an effort to identify common goals and findings and to unify these disparate accounts. It is my belief that this is the greatest strength of this work in general: it will stimulate dialogue across disciplinary boundaries that may not have otherwise taken place.” —Kimberly L. Geeslin, International Journal of Bilingual Education and Bilingualism.
To order a copy of this book, please visit Bloomsbury Publishing.
Published: 2006 – ISBN: 9781589014244
This volume explores the extent to which the art of teaching L2 Spanish is informed by scientific research on SLA (and other relevant fields) referred to in their 2003 volume. It also investigates the types of challenges faced by initiatives to transfer findings from research to teaching and how to overcome practical problems associated with the implementation of new approaches to teaching.
Read two (2) independent reviews of this book published by Spanish in Context and Revista de Filología Hispánica.
Selected Comments:
“Es evidente la buena labor de los editores a la hora de cohesionar estilos de redacción e investigación en campos diferentes, con líneas de trabajo y metodologías diversas, y también para extraer conclusiones que, con toda seguridad, aportan importantes elementos para el diseño, planificación y evaluación de futuros cursos de español..” —José Ramón Insa, Spanish in Context.
“…Lafford y Salaberry han sabido reunir un destacado plantel de expertos, lo cual no sólo sirve para garantizar la calidad del proyecto en general, sino también para recordar que esta calidad responde debidamente a la innegable expansión del campo del aprendizaje y enseñanza del español como L2 y LE.” —Manel Lacorte, RILCE-Revista de Filología Hispánica.
To order a copy of this book, please visit Georgetown University Press.
Published: 2005 – ISBN: 9789027294357
This volume presents a state-of-the-art descriptive and explanatory analysis of the second language development of tense-aspect systems across various Romance languages and surveying a variety of theoretical approaches. The proposals are made on the basis of new empirical data from adult French, Catalan, Portuguese learners, and Italian children learners.
Read two (2) independent reviews of this book published by Studies in Second Language Acquisition and eLanguage.
Selected Comments:
“The book does an excellent job of presenting various theoretical perspectives on the acquisition of tense and aspect and of unifying these perspectives to propose a comprehensive model of the development of tense and aspect in Romance languages+.” —Rebecca Foote, Studies in Second Language Acquisition.
“This book is a very good example of how bringing together different approaches can result in an effective and fruitful discussion and in a better understanding of the topic as a whole..” —Roberta D’Alessandro, University of Cambridge, UK.
To order a copy of this book, please visit John Benjamins.
Published: 2004 – Impresiones. Prentice Hall.
Impresiones features an active learning approach that leads students to discover their communicative needs before learning and applying the appropriate communicative responses. Some notable features: 1. Emphasis on cultural diversity. 2. Discovery-oriented presentation of grammar. 3. Explicit focus on pragmatic functions. 4. Integration of grammatical and pragmatic features of language use.
Read two (2) independent revieww of this book published by The Modern Language Journal, and a chapter section from Arteaga & Llorente (2009).
Selected Comments:
“The program sets high and pedagogically sophisticated standards, and it reaches them as well as any product known to this reviewer.” —Peter Thompson, Modern Language Journal.
“Impresiones addresses key dialectal differences explicitly, having the students actively manipulate the linguistic characteristics of different regions. In other words, they are not merely exposed to language variation, say, in a footnote or Appendix, but rather actively acquire a great deal of linguistic knowledge of the pluricentrism of Spanish.” —Deborah Arteaga and Lucia Llorente, Spanish as an International Language.
Published: 2003 – ISBN: 9780878409075
This is the first volume to provide a comprehensive critical overview of the research done and data compiled on how adults acquire Spanish as a second language. Chapters focus on a wide range of “products” (phonology, tense/aspect, subjunctive, clitics, lexicon, discourse/pragmatics) and “processes”(generative, cognitive and sociocultural theories) concluding with a discussion of the effects of instruction on Spanish interlanguage development.
Read six (6) independent reviews of this book published by various professional journals.
Selected Comments:
“This book serves a valuable function in drawing together in one place a body of empirical research and highlighting the weaknesses, not just in Spanish SLA research but in SLA research in general, within the empirical tradition.” —Anne Ife, System.
“Editors Lafford and Salaberry have compiled 10 outstanding contributions from major scholars in Spanish SLA into one cohesive unit, … This well-rounded reference is sure to be selected for a variety of undergraduate and graduate level courses in SLA, applied linguistics, and L2 pedagogy.” —Andrew P. Farley, Studies in Second Language Acquisition.
To order a copy of this book, please visit Georgetown University Press.
Published: 2002 – ISBN: 9789027298836
This volume provides a cross-linguistic perspective on the development of tense-aspect in L2 acquisition across a wide range of target languages (Chinese, English, Italian, French, Japanese, and Spanish). Theoretical frameworks used to evaluate the nature of the empirical evidence range from generative grammar to functional-typological linguistics. While several studies focus on the Aspect Hypothesis, other issues such as the acquisition of a future marker are also addressed.
Read four (4) independent reviews of this book published by various professional journals.
Selected Comments:
“This volume is a great contribution to the field of L2 acquisition of tense and aspect. The articles in this book cover a diverse range of topics from a variety of theoretical perspectives. Yet, the authors adhere to a common theme, and certain issues (e.g., the nature of the Aspect Hypothesis) come up in several of the papers.” —Asya Pereltsvaig, the LINGUIST list.
“This is definitely a volume that any SLA scholar interested in tense and aspect will want—indeed needs—to own. It would also be appropriate as a text for a graduate seminar on the acquisition of temporal morphology.” —Laura Collins, Studies in Second Language Acquisition.
To order a copy of this book, please visit John Benjamins.
Published: 2000 – ISBN: 9789027298836
This book presents a comprehensive analysis of the development of L2 Spanish past tense morphology among L1 English learners. The study addresses three major questions: (1) what is the developmental pattern of acquisition? (2) what are the factors that may account for the distribution of morphological endings?, and (3) how does instruction affect the movement from one stage to the next?
Read three (3) independent reviews of this book published by various professional journals.
Selected Comments:
“This book is interesting for various reasons. It offers some good theoretical information on aspect acquisition in general; it also offers a clear and well-designed analysis based on a good knowledge of earlier studies. The development of past tense morphology in L2 Spanish is thus not strictly addressed to researchers working on Spanish but also to those focussing on other languages, especially French.”—Emmanuelle Labeau, the LINGUIST list.
“[It] constitutes a very important addition to the literature on the acquisition of tense-aspect in L2. I recommend it to readers interested in tense-aspect as well as in SLA processes. It should also be useful for teachers of Spanish because the book is highly readable and aspect is one of the areas most students have difficulty with.”—Yasuhiro Shirai, Studies in Second Language Acquisition.
To order a copy of this book, please visit John Benjamins.
1996. Second Language Acquisition and Bilingualism. Cornell Working Papers in Linguistics, Vol. 14. Ithaca, NY: Department of Linguistics.
This volume showcases the work of graduate students at Cornell University: Howard Grabois (Distributed Cognition in L2 Discourse / Word-Association Methodology in Cross-Linguistic Study of the Lexicon), Gloria Valeva (Conceptual Fluency in an L2), Aneta Pavlenko (Bilingualism and Cognition: Concepts in the Mental Lexicon), Steve McCafferty (Nonverbal Forms of Expression in Relation to L2 Private Speech), and Rafael Salaberry (Pedagogical value of Simplified Written Input in L2 Acquisition)
Download a PDF copy of volume 14 of Cornell Working Papers in Linguistics.
