Christopher J Hall
Biographic Data
| ID | 177829 |
|---|---|
| NAME | Christopher J Hall |
| GIVEN NAMES | Christopher J |
| FAMILY NAME | Hall |
| SIGNATURE | HALL C J |
| AFFILIATIONS | York St John University |
| ORCID | 0000-0001-9038-1238 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Fostering crosslinguistic knowledge about language in young learners
This study explored the effects of learning activities which encouraged positive crosslinguistic influence from L2 Spanish to L1 English grammar in young learners. The learners (N = 82) were studying Spanish as their compulsory foreign language at an English state primary school in the UK. As part of ten timetabled Spanish classes over a period of six months, 40 pupils, aged 10–11, engaged in self-study activities involving aspects of Spanish gra…
Modeling Plurilithic Orientations to English with Pre‐Service Teachers
A major challenge for Teaching English to Speakers of Other Languages (TESOL) professionals is how to address the learning needs of diverse learners for whom a monolithic, native‐normed version of English is no longer always useful or appropriate. Research in Global Englishes (GE) has noted many teachers' resistance to the adoption of a more “plurilithic” orientation. This study explores whether monolithic beliefs can be effectively challenged us…
“You don’t know nothin’ bout no Earth, Wind, and Fire”
AAE is described as exhibiting negative concord, similar to other varieties of English, in which negation licenses c-commanded n-words as well as Negative Polarity Items (NPIs). Crucially, these are thought to be licensed only when the noun phrase they modify is indefinite. Here, our object of study is an under-described phenomenon in AAE: under certain discourse conditions, AAE licenses no before a definite noun phrase (as in “You don't know not…
Bilingual Aspects of the Ontogenesis Model
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
The Parasitic Model
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Educators’ beliefs about English and languages beyond English
Investigating the lexico-grammatical resources of a non-native user of English
Individual users of English as a first or second language are assumed to possess or aspire to a monolithic grammar, an internally consistent set of rules which represents the idealized norms or conventions of native speakers. This position reflects a deficit view of L2 learning and usage, and is at odds with usage-based approaches to language development and research findings on idiolectal variation. This study problematizes the assumption of mon…
Baal/CUP Seminar 2015
This seminar was hosted by York St John University, UK, from 24–26 June 2015, and the co-ordinators were Chris Hall and Rachel Wicaksono (aided by Indu Meddegama, Clare Cunningham, Vicky Crawley, Ruth Ataçocuğu and Christian Sims). The seminar aimed to share diverse understandings of the ontological status of ‘English’ and to stimulate debate regarding the ways in which the language can be most effectively conceptualised for first language and se…
Exploring teachers' ontologies of E nglish
This study presents a conceptual framework for exploring teachers' ontologies of E nglish and investigates how a group of C hinese university teachers of E nglish conceive of, and orient to, the language. Interview data suggest that participants orient to both a monolithic view as well as the ‘plurilithic’ reality. The data reveal that monolithic ontologies are associated primarily with classroom contexts, whereas plurilithic ontologies are activ…
Cognitive Contributions to Plurilithic Views of English and Other Languages
Monolithic views of languages predominate in linguistics, applied linguistics, and everyday discourse. The World Englishes, English as a Lingua Franca, and Critical Applied Linguistics frameworks have gone some way to counter the myth, highlighting the iniquities it gives rise to for global users and learners of English. Here, I propose that developing an understanding of ‘plurilithic’ Englishes informed by cognitively oriented linguistics (inclu…
Tracking tip-of-the-tongue states in a multilingual speaker
How stable or how permeable to attrition are a multilingual’s first and second languages during life periods characterized by dynamic changes in language-use frequencies? This longitudinal study sheds some light on this issue by investigating changing patterns in a multilingual speaker’s tip-of-the-tongue (TOT) states. Over a period of 10 years, the multilingual recorded more than 100 TOT states, together with 400 non-target word associations, as…
Countability in world Englishes
In this study we explored variation in the countability of nouns in Outer Circle, Expanding Circle and lingua franca Englishes, a phenomenon which is frequently cited as a marker of Inner Circle norms in TESOL and of endonormative and emerging varieties in the Outer and Expanding Circles. We inspected a set of mass nouns likeinformationandequipmentin the VOICE corpus and websites from Outer and Expanding Circle country domains. We also evaluated …
Learners' Implicit Assumptions About Syntactic Frames in New L3 Words
Learners of third language (L3) German and L3 French studied unfamiliar verbs that were cognate with first language (L1) Spanish equivalents, second language (L2) English equivalents, or neither. We examined whether learners would assume that the verbs shared syntactic frames with cognate forms in the typologically closer language. In immediate tests, verbs were preferentially judged grammatical in cognate frames, with verbs in typologically clos…
Integrating services for children and families
Integrating services for children and families
Integrating services for children and families
Britain, American and Arms Control, 1921-37
Journal Article Britain, America and Arms Control, 1921–37. By Christopher Hall. (New York: St. Martin's, 1987. vii + 295 pp. $37.50.) Get access Stephen Kneeshaw Stephen Kneeshaw School of the Ozarks Search for other works by this author on: Oxford Academic Google Scholar Journal of American History, Volume 75, Issue 1, June 1988, Pages 296–297, https://doi.org/10.2307/1889764 Published: 01 June 1988
Exploring teachers' ontologies of E nglish
This study presents a conceptual framework for exploring teachers' ontologies of E nglish and investigates how a group of C hinese university teachers of E nglish conceive of, and orient to, the language. Interview data suggest that participants orient to both a monolithic view as well as the ‘plurilithic’ reality. The data reveal that monolithic ontologies are associated primarily with classroom contexts, whereas plurilithic ontologies are activ…
Countability in world Englishes
In this study we explored variation in the countability of nouns in Outer Circle, Expanding Circle and lingua franca Englishes, a phenomenon which is frequently cited as a marker of Inner Circle norms in TESOL and of endonormative and emerging varieties in the Outer and Expanding Circles. We inspected a set of mass nouns likeinformationandequipmentin the VOICE corpus and websites from Outer and Expanding Circle country domains. We also evaluated …
Learners' Implicit Assumptions About Syntactic Frames in New L3 Words
Learners of third language (L3) German and L3 French studied unfamiliar verbs that were cognate with first language (L1) Spanish equivalents, second language (L2) English equivalents, or neither. We examined whether learners would assume that the verbs shared syntactic frames with cognate forms in the typologically closer language. In immediate tests, verbs were preferentially judged grammatical in cognate frames, with verbs in typologically clos…
Britain, American and Arms Control, 1921-37
Journal Article Britain, America and Arms Control, 1921–37. By Christopher Hall. (New York: St. Martin's, 1987. vii + 295 pp. $37.50.) Get access Stephen Kneeshaw Stephen Kneeshaw School of the Ozarks Search for other works by this author on: Oxford Academic Google Scholar Journal of American History, Volume 75, Issue 1, June 1988, Pages 296–297, https://doi.org/10.2307/1889764 Published: 01 June 1988
Integrating services for children and families
Integrating services for children and families
Integrating services for children and families
Learners' Implicit Assumptions About Syntactic Frames in New L3 Words
Learners of third language (L3) German and L3 French studied unfamiliar verbs that were cognate with first language (L1) Spanish equivalents, second language (L2) English equivalents, or neither. We examined whether learners would assume that the verbs shared syntactic frames with cognate forms in the typologically closer language. In immediate tests, verbs were preferentially judged grammatical in cognate frames, with verbs in typologically clos…
Cognitive Contributions to Plurilithic Views of English and Other Languages
Monolithic views of languages predominate in linguistics, applied linguistics, and everyday discourse. The World Englishes, English as a Lingua Franca, and Critical Applied Linguistics frameworks have gone some way to counter the myth, highlighting the iniquities it gives rise to for global users and learners of English. Here, I propose that developing an understanding of ‘plurilithic’ Englishes informed by cognitively oriented linguistics (inclu…
Tracking tip-of-the-tongue states in a multilingual speaker
How stable or how permeable to attrition are a multilingual’s first and second languages during life periods characterized by dynamic changes in language-use frequencies? This longitudinal study sheds some light on this issue by investigating changing patterns in a multilingual speaker’s tip-of-the-tongue (TOT) states. Over a period of 10 years, the multilingual recorded more than 100 TOT states, together with 400 non-target word associations, as…
Countability in world Englishes
In this study we explored variation in the countability of nouns in Outer Circle, Expanding Circle and lingua franca Englishes, a phenomenon which is frequently cited as a marker of Inner Circle norms in TESOL and of endonormative and emerging varieties in the Outer and Expanding Circles. We inspected a set of mass nouns likeinformationandequipmentin the VOICE corpus and websites from Outer and Expanding Circle country domains. We also evaluated …
Exploring teachers' ontologies of E nglish
This study presents a conceptual framework for exploring teachers' ontologies of E nglish and investigates how a group of C hinese university teachers of E nglish conceive of, and orient to, the language. Interview data suggest that participants orient to both a monolithic view as well as the ‘plurilithic’ reality. The data reveal that monolithic ontologies are associated primarily with classroom contexts, whereas plurilithic ontologies are activ…
Investigating the lexico-grammatical resources of a non-native user of English
Individual users of English as a first or second language are assumed to possess or aspire to a monolithic grammar, an internally consistent set of rules which represents the idealized norms or conventions of native speakers. This position reflects a deficit view of L2 learning and usage, and is at odds with usage-based approaches to language development and research findings on idiolectal variation. This study problematizes the assumption of mon…
Baal/CUP Seminar 2015
This seminar was hosted by York St John University, UK, from 24–26 June 2015, and the co-ordinators were Chris Hall and Rachel Wicaksono (aided by Indu Meddegama, Clare Cunningham, Vicky Crawley, Ruth Ataçocuğu and Christian Sims). The seminar aimed to share diverse understandings of the ontological status of ‘English’ and to stimulate debate regarding the ways in which the language can be most effectively conceptualised for first language and se…
Educators’ beliefs about English and languages beyond English
The Parasitic Model
Preview this article: The Parasitic Model, Page 1 of 1 /docserver/preview/fulltext/lab.20088.eck-1.gif
“You don’t know nothin’ bout no Earth, Wind, and Fire”
AAE is described as exhibiting negative concord, similar to other varieties of English, in which negation licenses c-commanded n-words as well as Negative Polarity Items (NPIs). Crucially, these are thought to be licensed only when the noun phrase they modify is indefinite. Here, our object of study is an under-described phenomenon in AAE: under certain discourse conditions, AAE licenses no before a definite noun phrase (as in “You don't know not…
Bilingual Aspects of the Ontogenesis Model
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
Modeling Plurilithic Orientations to English with Pre‐Service Teachers
A major challenge for Teaching English to Speakers of Other Languages (TESOL) professionals is how to address the learning needs of diverse learners for whom a monolithic, native‐normed version of English is no longer always useful or appropriate. Research in Global Englishes (GE) has noted many teachers' resistance to the adoption of a more “plurilithic” orientation. This study explores whether monolithic beliefs can be effectively challenged us…
Fostering crosslinguistic knowledge about language in young learners
This study explored the effects of learning activities which encouraged positive crosslinguistic influence from L2 Spanish to L1 English grammar in young learners. The learners (N = 82) were studying Spanish as their compulsory foreign language at an English state primary school in the UK. As part of ten timetabled Spanish classes over a period of six months, 40 pupils, aged 10–11, engaged in self-study activities involving aspects of Spanish gra…
Psychology (13 works) · Computer Science (11 works) · Linguistics (10 works) · Sociology (10 works) · History (6 works) · EFL/ESL Teaching and Learning (5 works) · Philosophy (5 works) · Grammar (4 works) · Media studies (4 works) · Multilingual Education and Policy (4 works)