Steven L Thorne
Datos Biográficos
| ID | 3430397 |
|---|---|
| NOMBRE | Steven L Thorne |
| NOMBRES | Steven L |
| APELLIDO | Thorne |
| FIRMA | THORNE S L |
| AFILIACIONES | Portland State University |
| ORCID | 0000-0002-6552-955X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 22 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2009 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
On the need of pluralism and common ground in SLA
Science, like the Mississippi, begins in a tiny rivulet in the distant forest. Gradually other streams swell its volume. And the roaring river that bursts the dikes is formed from countless sources. (Flexner, 1939, p. 547) Hyperbolic claims that SLA is in crisis (!), that a unifying theory is overdue, or that research must be oriented toward pedagogy have resurfaced once again—most recently in the response by Lantolf et al. (2025) to the Special …
Forging common ground in second language acquisition and teaching
In this final article in this guest‐edited issue on synergies in second language acquisition and teaching (SLA/T), we attempt to bring together the main content of this issue in an overall, combined synergy statement, concluding this project as a whole. Let us remind readers of the project: A shared effort by 17 scholars taking 11 different perspectives on SLA/T is not the norm in our field. Our aim has been to promote the intermingling and cross…
Language, people, classrooms, world
With a forward‐looking and problem‐solving mindset, this article aims to combine theoretical knowledge and empirical evidence from different schools of thought in the field of second language (L2) learning and teaching—namely, instructed second language acquisition, generative linguistics, and an ecological perspective that includes multiple frameworks. Acknowledging numerous fundamental differences in our theoretical and methodological perspecti…
Welcoming Historically Under-Represented Groups in Higher Education Through Awareness of Standard English Ideology
In the context of changing demographics at regional universities (including our own), we highlight an ongoing project at our university that addresses the last area of acceptable bias in English-medium higher education: bias against speakers of other languages and non-standard dialects of English. We discuss the hegemonic aspect of the Standard Academic English used by default at most US institutions of higher education and its role in potential …
Generative artificial intelligence, co‐evolution, and language education
Kern's (2024, this issue) anchor piece in this issue of The Modern Language Journal offers the opportunity for critical reflection on the role of (human) teachers amidst an ever-widening range of technologies to facilitate second language (L2) development. As Kern so accurately describes it, since March 2020 and the global onset of COVID-19, many language educators accustomed to teaching in face-to-face instructional settings were forced to move …
Collaborative Mobilizations of Interbodied Communication for Cooperative Action
Drawing on usage‐based approaches to the study of language learning—including recent research on mobility in interaction, embodied approaches to cognition and communicative action, and innovations in place‐based language learning in the wild—this article uses methods from ethnomethodological conversation analysis to investigate video recordings of 3 English language learners playing an augmented reality game that advocated for environmental stewa…
Catalan Identity and Language Attitudes Through Fan Translation of Video Games in the Digital Wilds
For fans of popular cultural products, digitization has meant the configuration of affinity spaces online and opportunities for learning in the “digital wilds,” including incidental language learning and identity development. Through online multiparty written interaction, we explored how 15 Catalan-speaking gamers organized themselves to translate games from English into Catalan. Results indicated distributed roles, routinized translation practic…
Rewilding Language Education
Integrating concepts and techniques from ethnomethodology and sociomaterialism, this article investigates the observable material processes involving human action and place‐based contexts of language use enabled by locative media. The focal pedagogical intervention utilized mobile augmented reality (AR) activities, the development of which was inspired by research on learning ‘in the wild.’ Applying the principle of reverse engineering, we introd…
Localized Globalization
In what has been termed the global era, individuals from diverse linguistic and cultural backgrounds frequently participate in joint activities that require intercultural communication. Concomitantly, research on communication in contexts involving mobile technologies is nascent, and investigations addressing pragmatics in particular are few. In this article, we examine place‐based mobile augmented reality (AR) apps, which have been shown to prov…
Mobile Augmented Reality and Language‐Related Episodes
Applications of locative media (e.g., place‐based mobile augmented reality [ AR ]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation‐based learning, location‐situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne & Hellermann, 2017; Zheng et al., 2018). Mobile locative media applications’ value for language learning, ho…
Language Socialization in Digital Contexts
Mediated life activity, double stimulation, and the question of agency
ReCall special issue
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming
In recent years, there has been a great deal of research and pedagogical experimentation relating to the uses of technology in second (L2) and foreign language education. The majority of this research has usefully described and examined the efficacy of in‐class and directly classroom‐related uses of technology. This article broadens the scope of inquiry to include L2 and foreign language‐related uses of technology that extend into the interstitia…
Community’, semiotic flows, and mediated contribution to activity
This article begins with an overview and problematization of the term community through a brief assessment of its history, diverse uses, core attributes, heterogeneous elements, and collocational companions. Following this, I describe demographics and processes associated with collective engagement in digitally mediated environments. Utilizing select alternatives to the term ‘community’ and incorporating the cultural-historical notions of mediati…
ReCall special issue
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Community’, semiotic flows, and mediated contribution to activity
This article begins with an overview and problematization of the term community through a brief assessment of its history, diverse uses, core attributes, heterogeneous elements, and collocational companions. Following this, I describe demographics and processes associated with collective engagement in digitally mediated environments. Utilizing select alternatives to the term ‘community’ and incorporating the cultural-historical notions of mediati…
Mobile Augmented Reality and Language‐Related Episodes
Applications of locative media (e.g., place‐based mobile augmented reality [ AR ]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation‐based learning, location‐situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne & Hellermann, 2017; Zheng et al., 2018). Mobile locative media applications’ value for language learning, ho…
Localized Globalization
In what has been termed the global era, individuals from diverse linguistic and cultural backgrounds frequently participate in joint activities that require intercultural communication. Concomitantly, research on communication in contexts involving mobile technologies is nascent, and investigations addressing pragmatics in particular are few. In this article, we examine place‐based mobile augmented reality (AR) apps, which have been shown to prov…
Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming
In recent years, there has been a great deal of research and pedagogical experimentation relating to the uses of technology in second (L2) and foreign language education. The majority of this research has usefully described and examined the efficacy of in‐class and directly classroom‐related uses of technology. This article broadens the scope of inquiry to include L2 and foreign language‐related uses of technology that extend into the interstitia…
Community’, semiotic flows, and mediated contribution to activity
This article begins with an overview and problematization of the term community through a brief assessment of its history, diverse uses, core attributes, heterogeneous elements, and collocational companions. Following this, I describe demographics and processes associated with collective engagement in digitally mediated environments. Utilizing select alternatives to the term ‘community’ and incorporating the cultural-historical notions of mediati…
ReCall special issue
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Mediated life activity, double stimulation, and the question of agency
Language Socialization in Digital Contexts
Mobile Augmented Reality and Language‐Related Episodes
Applications of locative media (e.g., place‐based mobile augmented reality [ AR ]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation‐based learning, location‐situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne & Hellermann, 2017; Zheng et al., 2018). Mobile locative media applications’ value for language learning, ho…
Rewilding Language Education
Integrating concepts and techniques from ethnomethodology and sociomaterialism, this article investigates the observable material processes involving human action and place‐based contexts of language use enabled by locative media. The focal pedagogical intervention utilized mobile augmented reality (AR) activities, the development of which was inspired by research on learning ‘in the wild.’ Applying the principle of reverse engineering, we introd…
Localized Globalization
In what has been termed the global era, individuals from diverse linguistic and cultural backgrounds frequently participate in joint activities that require intercultural communication. Concomitantly, research on communication in contexts involving mobile technologies is nascent, and investigations addressing pragmatics in particular are few. In this article, we examine place‐based mobile augmented reality (AR) apps, which have been shown to prov…
Collaborative Mobilizations of Interbodied Communication for Cooperative Action
Drawing on usage‐based approaches to the study of language learning—including recent research on mobility in interaction, embodied approaches to cognition and communicative action, and innovations in place‐based language learning in the wild—this article uses methods from ethnomethodological conversation analysis to investigate video recordings of 3 English language learners playing an augmented reality game that advocated for environmental stewa…
Catalan Identity and Language Attitudes Through Fan Translation of Video Games in the Digital Wilds
For fans of popular cultural products, digitization has meant the configuration of affinity spaces online and opportunities for learning in the “digital wilds,” including incidental language learning and identity development. Through online multiparty written interaction, we explored how 15 Catalan-speaking gamers organized themselves to translate games from English into Catalan. Results indicated distributed roles, routinized translation practic…
Welcoming Historically Under-Represented Groups in Higher Education Through Awareness of Standard English Ideology
In the context of changing demographics at regional universities (including our own), we highlight an ongoing project at our university that addresses the last area of acceptable bias in English-medium higher education: bias against speakers of other languages and non-standard dialects of English. We discuss the hegemonic aspect of the Standard Academic English used by default at most US institutions of higher education and its role in potential …
Generative artificial intelligence, co‐evolution, and language education
Kern's (2024, this issue) anchor piece in this issue of The Modern Language Journal offers the opportunity for critical reflection on the role of (human) teachers amidst an ever-widening range of technologies to facilitate second language (L2) development. As Kern so accurately describes it, since March 2020 and the global onset of COVID-19, many language educators accustomed to teaching in face-to-face instructional settings were forced to move …
Forging common ground in second language acquisition and teaching
In this final article in this guest‐edited issue on synergies in second language acquisition and teaching (SLA/T), we attempt to bring together the main content of this issue in an overall, combined synergy statement, concluding this project as a whole. Let us remind readers of the project: A shared effort by 17 scholars taking 11 different perspectives on SLA/T is not the norm in our field. Our aim has been to promote the intermingling and cross…
Language, people, classrooms, world
With a forward‐looking and problem‐solving mindset, this article aims to combine theoretical knowledge and empirical evidence from different schools of thought in the field of second language (L2) learning and teaching—namely, instructed second language acquisition, generative linguistics, and an ecological perspective that includes multiple frameworks. Acknowledging numerous fundamental differences in our theoretical and methodological perspecti…
On the need of pluralism and common ground in SLA
Science, like the Mississippi, begins in a tiny rivulet in the distant forest. Gradually other streams swell its volume. And the roaring river that bursts the dikes is formed from countless sources. (Flexner, 1939, p. 547) Hyperbolic claims that SLA is in crisis (!), that a unifying theory is overdue, or that research must be oriented toward pedagogy have resurfaced once again—most recently in the response by Lantolf et al. (2025) to the Special …
Computer Science (10 obras) · Linguistics (10 obras) · EFL/ESL Teaching and Learning (9 obras) · Sociology (9 obras) · Psychology (7 obras) · Second Language Learning and Teaching (6 obras) · Artificial Intelligence (5 obras) · Multilingual Education and Policy (5 obras) · Artificial Intelligence (4 obras) · Communication (4 obras)