Joan Kelly Hall
Datos Biográficos
| ID | 223764 |
|---|---|
| NOMBRE | Joan Kelly Hall |
| NOMBRES | Joan Kelly |
| APELLIDO | Hall |
| FIRMA | HALL J K |
| AFILIACIONES | Pennsylvania State University |
| ORCID | 0000-0002-6411-2517 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAS | 45 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1989 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Classroom Research in Second Language Acquisition
A sociocultural perspective of language and learning has had a major impact on classroom research on second language acquisition (SLA) over the last two decades. This perspective considers language to be a fundamentally social phenomenon, comprised of linguistic resources whose meanings are both embodied in and constitutive of everyday communication. Language learning is viewed as a collaborative process that begins in our regularly occurring com…
L2 Classroom Input and L2 Positionally Sensitive Grammars
Evidence from usage‐based studies of second language (L2) acquisition reveals that a main source of L2 learners’ developing grammars is the L2 input to which learners are regularly exposed. What learners develop from their extended engagement in the sequences of actions comprising the input is not an acontextual system of grammatical units but rather thoroughly social, positionally sensitive grammars linked to the linguistic designs of the sequen…
L2 classroom interaction and its links to L2 learners’ developing L2 linguistic repertoires
A great deal of research on second language (L2) input has provided useful linguistic evidence for the development of generalizations about and hypotheses on the usage-based nature of L2 knowledge. However, despite the fact that classrooms are one of the most ubiquitous sites of L2 learning, we still know very little about the linguistic quality of naturally-occurring classroom interactions and their consequential role in shaping learners’ lingui…
The Role of Self‐Talk in Downgrading a Teacher’s Certainty About Grammar Matters
Second language (L2) teaching is complex interactional work. Although how teachers teach is known to be significant to student engagement and learning, the specialized nature of teaching is typically represented as knowledge and beliefs about teaching. This is changing, however, as the number of studies drawing on ethnomethodology and conversation analysis to illuminate the intricacies of L2 teaching is rapidly growing. This study adds to this re…
The shifting role of a document in managing conflict and shaping the outcome of a small group meeting
Small group project work often requires students to meet outside of class. It is important that these meetings be efficacious, as the resulting projects typically figure into students’ grades. The challenge is that, unlike in more formal meetings, there is typically no designated institutional authority to manage their work together. In peer meetings students have equal participatory rights; thus, formulating understandings and managing conflict …
Activists' Panel
Teacher self-talk
L2 Interactional Competence and Development
This unique volume draws on the theoretical framework and methodological tools of conversation analysis to examine interactional competence and its development as it occurs in a range of interactional practices, from a variety of contexts, and in a variety of second languages.
Interaction as method and result of language learning
The premise of this paper is that the interactional practices constituting teacher–student interaction and language learning are interdependent in that the substance of learners' language knowledge is inextricably tied to their extended involvement in the regularly occurring interactional practices constituting their specific contexts of learning. After laying out the central components of a theoretical framework for understanding the interdepend…
Reconceptualizing Multicompetence as a Theory of Language Knowledge
Over the last decade or so, the concept of multicompetence has attracted significant research attention in the field of applied linguistics and in particular in the study of multiple language use and learning. We argue that while research efforts concerned with multicompetence have been useful in advancing a more positive view of second language learners, they have been less successful in transforming understandings of language knowledge. One rea…
Dialogues in the 'Global Village
This study is concerned with interactional involvement and identity construction in a university seminar comprised of native and non-native English speaking students. Findings reveal that in their classroom interactions, these two groups of students take on and perceive others to take on identities that have little to do with their language status as native or non-native speakers. Moreover, all seminar participants, regardless of their language s…
The pragmatic role of codeswitching in play contexts
Some of the theory and research on bilingualism and bilingual development have assumed the monolingual user as the norm. Recent development on the notion of multicompetence has questioned the validity of the monolingual norm, suggesting instead that multiple language users are uniquely distinct from monolinguals. In this study we describe one child's(Elena) varied uses of two languages, English and German, as she interacts with her adult caregive…
Differential teacher attention to student utterances
What We Know About Relationships That Develop Between Cooperating And Student Teachers
The student teaching practicum is a significant part of the foreign language teacher education program and as such deserves focused attention. In this article we examine six different role relationships that developed between a cohort of cooperating and student teachers of high school Spanish during a ten‐week student teaching practicum. We discuss two dimensions of these relationships that were significant to their development, complementarity a…
Tengo una Bomba
How a Group of High School Learners of Spanish Perceives the Cultural Identities of Spanish Speakers, English Speakers, and Themselves
Oye Oye lo que Ustedes no Saben
People in interaction are in a continual state of engagement in socioculturally framed activities. Our participation in these practices involves our knowledge and use of generic-specific linguistic resources, the instantiations of which move between the expected and the creative. The focus of this article is the locally situated nature of such interplay in the oral practice of chismeando (gossiping) by a group of Dominican women. Specifically I f…
Taking Women’s Work for Granted
Lucio Magri’s article on the European Left, in nlr 189, presents an unusually positive and encouraging perspective for radical politics in the coming years, discussing with welcome realism the most disastrous aspects of recent history. It is a valuable aid in what for some of us is
Bel Parlare’ and Authorial Narration in the Novellino
Teacher self-talk
Differential teacher attention to student utterances
Interaction as method and result of language learning
The premise of this paper is that the interactional practices constituting teacher–student interaction and language learning are interdependent in that the substance of learners' language knowledge is inextricably tied to their extended involvement in the regularly occurring interactional practices constituting their specific contexts of learning. After laying out the central components of a theoretical framework for understanding the interdepend…
Tengo una Bomba
Oye Oye lo que Ustedes no Saben
People in interaction are in a continual state of engagement in socioculturally framed activities. Our participation in these practices involves our knowledge and use of generic-specific linguistic resources, the instantiations of which move between the expected and the creative. The focus of this article is the locally situated nature of such interplay in the oral practice of chismeando (gossiping) by a group of Dominican women. Specifically I f…
What We Know About Relationships That Develop Between Cooperating And Student Teachers
The student teaching practicum is a significant part of the foreign language teacher education program and as such deserves focused attention. In this article we examine six different role relationships that developed between a cohort of cooperating and student teachers of high school Spanish during a ten‐week student teaching practicum. We discuss two dimensions of these relationships that were significant to their development, complementarity a…
L2 classroom interaction and its links to L2 learners’ developing L2 linguistic repertoires
A great deal of research on second language (L2) input has provided useful linguistic evidence for the development of generalizations about and hypotheses on the usage-based nature of L2 knowledge. However, despite the fact that classrooms are one of the most ubiquitous sites of L2 learning, we still know very little about the linguistic quality of naturally-occurring classroom interactions and their consequential role in shaping learners’ lingui…
How a Group of High School Learners of Spanish Perceives the Cultural Identities of Spanish Speakers, English Speakers, and Themselves
Bel Parlare’ and Authorial Narration in the Novellino
Taking Women’s Work for Granted
Lucio Magri’s article on the European Left, in nlr 189, presents an unusually positive and encouraging perspective for radical politics in the coming years, discussing with welcome realism the most disastrous aspects of recent history. It is a valuable aid in what for some of us is
Tengo una Bomba
How a Group of High School Learners of Spanish Perceives the Cultural Identities of Spanish Speakers, English Speakers, and Themselves
Oye Oye lo que Ustedes no Saben
People in interaction are in a continual state of engagement in socioculturally framed activities. Our participation in these practices involves our knowledge and use of generic-specific linguistic resources, the instantiations of which move between the expected and the creative. The focus of this article is the locally situated nature of such interplay in the oral practice of chismeando (gossiping) by a group of Dominican women. Specifically I f…
What We Know About Relationships That Develop Between Cooperating And Student Teachers
The student teaching practicum is a significant part of the foreign language teacher education program and as such deserves focused attention. In this article we examine six different role relationships that developed between a cohort of cooperating and student teachers of high school Spanish during a ten‐week student teaching practicum. We discuss two dimensions of these relationships that were significant to their development, complementarity a…
Differential teacher attention to student utterances
The pragmatic role of codeswitching in play contexts
Some of the theory and research on bilingualism and bilingual development have assumed the monolingual user as the norm. Recent development on the notion of multicompetence has questioned the validity of the monolingual norm, suggesting instead that multiple language users are uniquely distinct from monolinguals. In this study we describe one child's(Elena) varied uses of two languages, English and German, as she interacts with her adult caregive…
Dialogues in the 'Global Village
This study is concerned with interactional involvement and identity construction in a university seminar comprised of native and non-native English speaking students. Findings reveal that in their classroom interactions, these two groups of students take on and perceive others to take on identities that have little to do with their language status as native or non-native speakers. Moreover, all seminar participants, regardless of their language s…
Reconceptualizing Multicompetence as a Theory of Language Knowledge
Over the last decade or so, the concept of multicompetence has attracted significant research attention in the field of applied linguistics and in particular in the study of multiple language use and learning. We argue that while research efforts concerned with multicompetence have been useful in advancing a more positive view of second language learners, they have been less successful in transforming understandings of language knowledge. One rea…
Interaction as method and result of language learning
The premise of this paper is that the interactional practices constituting teacher–student interaction and language learning are interdependent in that the substance of learners' language knowledge is inextricably tied to their extended involvement in the regularly occurring interactional practices constituting their specific contexts of learning. After laying out the central components of a theoretical framework for understanding the interdepend…
L2 Interactional Competence and Development
This unique volume draws on the theoretical framework and methodological tools of conversation analysis to examine interactional competence and its development as it occurs in a range of interactional practices, from a variety of contexts, and in a variety of second languages.
Teacher self-talk
Activists' Panel
The shifting role of a document in managing conflict and shaping the outcome of a small group meeting
Small group project work often requires students to meet outside of class. It is important that these meetings be efficacious, as the resulting projects typically figure into students’ grades. The challenge is that, unlike in more formal meetings, there is typically no designated institutional authority to manage their work together. In peer meetings students have equal participatory rights; thus, formulating understandings and managing conflict …
The Role of Self‐Talk in Downgrading a Teacher’s Certainty About Grammar Matters
Second language (L2) teaching is complex interactional work. Although how teachers teach is known to be significant to student engagement and learning, the specialized nature of teaching is typically represented as knowledge and beliefs about teaching. This is changing, however, as the number of studies drawing on ethnomethodology and conversation analysis to illuminate the intricacies of L2 teaching is rapidly growing. This study adds to this re…
L2 Classroom Input and L2 Positionally Sensitive Grammars
Evidence from usage‐based studies of second language (L2) acquisition reveals that a main source of L2 learners’ developing grammars is the L2 input to which learners are regularly exposed. What learners develop from their extended engagement in the sequences of actions comprising the input is not an acontextual system of grammatical units but rather thoroughly social, positionally sensitive grammars linked to the linguistic designs of the sequen…
L2 classroom interaction and its links to L2 learners’ developing L2 linguistic repertoires
A great deal of research on second language (L2) input has provided useful linguistic evidence for the development of generalizations about and hypotheses on the usage-based nature of L2 knowledge. However, despite the fact that classrooms are one of the most ubiquitous sites of L2 learning, we still know very little about the linguistic quality of naturally-occurring classroom interactions and their consequential role in shaping learners’ lingui…
Classroom Research in Second Language Acquisition
A sociocultural perspective of language and learning has had a major impact on classroom research on second language acquisition (SLA) over the last two decades. This perspective considers language to be a fundamentally social phenomenon, comprised of linguistic resources whose meanings are both embodied in and constitutive of everyday communication. Language learning is viewed as a collaborative process that begins in our regularly occurring com…
EFL/ESL Teaching and Learning (14 obras) · Psychology (13 obras) · Linguistics (12 obras) · Language, Discourse, Communication Strategies (10 obras) · Mathematics education (8 obras) · Pedagogy (8 obras) · Sociology (7 obras) · Discourse Analysis in Language Studies (6 obras) · Computer Science (5 obras) · Language acquisition (5 obras)