Leo Van Lier
Biographic Data
| ID | 738507 |
|---|---|
| NAME | Leo Van Lier |
| GIVEN NAMES | Leo |
| FAMILY NAME | Van Lier |
| SIGNATURE | VAN LIER L |
| AFFILIATIONS | Middlebury Institute of International Studies at Monterey |
| VERIFIED | No |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 91 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Allwright, Dick
Dick Allwright (1938– ) is one of the most influential applied linguists in the field. His main areas of interest bridge theoretical and practical concerns in the area of language education and he is the originator of an innovative and increasingly influential pedagogical movement called Exploratory Practice (EP). His work has always been closely connected to the actual language classroom and has probed the intricacies of interaction, relationshi…
Encyclopedia of Language and Education: Knowledge about Language
The ecology of language learning: Practice to theory, theory to practice
In this presentation I will look at language learning from an ecological perspective, an approach that focuses primarily on the quality of learning opportunities, of classroom interaction and of educational experience in general. Important pedagogical principles in an ecological approach are the creation of ecologically valid contexts, relationships, agency, motivation and identity. Each of these concepts will be examined and illustrated from a p…
Action-based Teaching, Autonomy and Identity
Action-based teaching puts agency at the centre of the learning process. This can be defined as the socioculturally mediated capacity to act (Ahearn, 2001: 112). An actionbased approach is related to other approaches, such as content-based, project-based and task-based teaching and learning. However, it makes agency, rather than the particular curricular organisation, the defining construct. In this paper, various situated aspects of agency are e…
The Ecology and Semiotics of Language Learning: A Sociocultural Perspective
Preface. 1. Introduction: Why ecology. 2. Theories of language. 3. Semiotics: The making of meaning. 4. Emergence and affordance. 5. The self and language learning. 6. Language learning pathways. 7. Critical ecological linguistics. 8. Ecological research. Epilogue for language teachers. References. Index
Negotiation of Meaning in Conversational and Information Gap Activities: A Comparative Discourse Analysis
Yuko Nakahama, Andrea Tyler, Leo Van Lier, Negotiation of Meaning in Conversational and Information Gap Activities: A Comparative Discourse Analysis, TESOL Quarterly, Vol. 35, No. 3 (Autumn, 2001), pp. 377-405
Computers and Pedagogy
Computers and Pedagogy: New Ways of Using Computers in Language Teaching.: Tim Boswood (Ed.). Alexandria, VA: TESOL, 1997. Pp. xii + 309. Computers and Pedagogy: CALL: Media, Design and Applications.: Keith Cameron (Ed.). Lisse, Netherlands: Swets & Zeitlinger, 1999. Pp. 321. Computers and Pedagogy: WorldCALL: Global Perspectives on Computer-Assisted Language Learning.: Robert Debski and Mike Levy (Eds.). Lisse, Netherlands: Swets & Zeitlinger, 1…
The Relationship Between Consciousness, Interaction and Language Learning
This paper looks at the relationship between consciousness, language learning, and social interaction from an ecological perspective. I argue that consciousness and language are integral parts of the human ecology, i.e. that they can be defined in terms of social activity and relationships among people, as well as in terms of mental operations or cerebral processes. Several levels of consciousness are discussed, from both a cognitive and a social…
Apply within, apply without
This commentary on the field of applied linguistics (AL) focuses on the tensions that exist between theory and practice, on the one hand, and homogeneity and diversity on the other. It is argued that theory and practice need not be seen as separate activities, and that diversity is an inevitable – and desirable – consequence of the interdisciplinary nature of AL. The paper examines the institutional and social context of AL, as an academic entity…
Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity
Observation from an Ecological Perspective
The TESOL Quarterly publishes brief commentaries on aspects of qualitative and quantitative research. For this issue we asked two researchers to discuss their respective approaches to classroom observation in L2 research
Interaction in the language curriculum: Awareness, Autonomy, and Authenticity
Forks and Hope: Pursuing Understanding in Different Ways
This paper comments on an earlier issue of Applied Linguistics (14/3, September 1993) on the theme of theory construction in SLA. The points made here are intended to apply to general assumptions common in our field and reflected at various points in the contributions to that issue. A perspective on theory construction is introduced that is different from those addressed there, but that needs to be included for the sake of balance. In this perspe…
Not the nine o'clock linguistics class: Investigating contingency grammar
An innovative focus on language in teacher education is essential for the success of Language Awareness. One goal is to promote the emergence of a new discipline, educational linguistics (no more ‘Linguistics as usual'), another goal is the facilitation of efficient language education in the schools. LA, both in teacher education and in schools, must be experiential (based on teachers’ language knowledge and expertise), task‐based (based on real‐…
Recent Publications on Classroom Research
Book reviewed in this article: Observation in the Language Classroom. Dick Allwright. Second Language Classrooms: Research on Teaching and Learning. Craig Chaudron. The Classroom and the Language Learner: Ethnography and Second-Language Classroom Research. Leo van Lier
The Classroom and the Language Learner
Reeling, Writhing, Drawling, Stretching, and Fainting in Coils: Oral Proficiency Interviews as Conversation
This article provides a detailed examination of the oral proficiency interview and its underlying assumptions of validity and value. An attempt is made, by looking at the interview from the inside, to understand what OPIs are and what the participants in them do. The similarities and differences between interviews and conversations are examined, and some of the major problems of proficiency interviewing are illustrated and discussed. Finally, som…
The Classroom and the Language Learner
Action-based Teaching, Autonomy and Identity
Action-based teaching puts agency at the centre of the learning process. This can be defined as the socioculturally mediated capacity to act (Ahearn, 2001: 112). An actionbased approach is related to other approaches, such as content-based, project-based and task-based teaching and learning. However, it makes agency, rather than the particular curricular organisation, the defining construct. In this paper, various situated aspects of agency are e…
Reeling, Writhing, Drawling, Stretching, and Fainting in Coils: Oral Proficiency Interviews as Conversation
This article provides a detailed examination of the oral proficiency interview and its underlying assumptions of validity and value. An attempt is made, by looking at the interview from the inside, to understand what OPIs are and what the participants in them do. The similarities and differences between interviews and conversations are examined, and some of the major problems of proficiency interviewing are illustrated and discussed. Finally, som…
Observation from an Ecological Perspective
The TESOL Quarterly publishes brief commentaries on aspects of qualitative and quantitative research. For this issue we asked two researchers to discuss their respective approaches to classroom observation in L2 research
Negotiation of Meaning in Conversational and Information Gap Activities: A Comparative Discourse Analysis
Yuko Nakahama, Andrea Tyler, Leo Van Lier, Negotiation of Meaning in Conversational and Information Gap Activities: A Comparative Discourse Analysis, TESOL Quarterly, Vol. 35, No. 3 (Autumn, 2001), pp. 377-405
Reeling, Writhing, Drawling, Stretching, and Fainting in Coils: Oral Proficiency Interviews as Conversation
This article provides a detailed examination of the oral proficiency interview and its underlying assumptions of validity and value. An attempt is made, by looking at the interview from the inside, to understand what OPIs are and what the participants in them do. The similarities and differences between interviews and conversations are examined, and some of the major problems of proficiency interviewing are illustrated and discussed. Finally, som…
Recent Publications on Classroom Research
Book reviewed in this article: Observation in the Language Classroom. Dick Allwright. Second Language Classrooms: Research on Teaching and Learning. Craig Chaudron. The Classroom and the Language Learner: Ethnography and Second-Language Classroom Research. Leo van Lier
The Classroom and the Language Learner
Not the nine o'clock linguistics class: Investigating contingency grammar
An innovative focus on language in teacher education is essential for the success of Language Awareness. One goal is to promote the emergence of a new discipline, educational linguistics (no more ‘Linguistics as usual'), another goal is the facilitation of efficient language education in the schools. LA, both in teacher education and in schools, must be experiential (based on teachers’ language knowledge and expertise), task‐based (based on real‐…
Forks and Hope: Pursuing Understanding in Different Ways
This paper comments on an earlier issue of Applied Linguistics (14/3, September 1993) on the theme of theory construction in SLA. The points made here are intended to apply to general assumptions common in our field and reflected at various points in the contributions to that issue. A perspective on theory construction is introduced that is different from those addressed there, but that needs to be included for the sake of balance. In this perspe…
Interaction in the language curriculum: Awareness, Autonomy, and Authenticity
Apply within, apply without
This commentary on the field of applied linguistics (AL) focuses on the tensions that exist between theory and practice, on the one hand, and homogeneity and diversity on the other. It is argued that theory and practice need not be seen as separate activities, and that diversity is an inevitable – and desirable – consequence of the interdisciplinary nature of AL. The paper examines the institutional and social context of AL, as an academic entity…
Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity
Observation from an Ecological Perspective
The TESOL Quarterly publishes brief commentaries on aspects of qualitative and quantitative research. For this issue we asked two researchers to discuss their respective approaches to classroom observation in L2 research
The Relationship Between Consciousness, Interaction and Language Learning
This paper looks at the relationship between consciousness, language learning, and social interaction from an ecological perspective. I argue that consciousness and language are integral parts of the human ecology, i.e. that they can be defined in terms of social activity and relationships among people, as well as in terms of mental operations or cerebral processes. Several levels of consciousness are discussed, from both a cognitive and a social…
Computers and Pedagogy
Computers and Pedagogy: New Ways of Using Computers in Language Teaching.: Tim Boswood (Ed.). Alexandria, VA: TESOL, 1997. Pp. xii + 309. Computers and Pedagogy: CALL: Media, Design and Applications.: Keith Cameron (Ed.). Lisse, Netherlands: Swets & Zeitlinger, 1999. Pp. 321. Computers and Pedagogy: WorldCALL: Global Perspectives on Computer-Assisted Language Learning.: Robert Debski and Mike Levy (Eds.). Lisse, Netherlands: Swets & Zeitlinger, 1…
Negotiation of Meaning in Conversational and Information Gap Activities: A Comparative Discourse Analysis
Yuko Nakahama, Andrea Tyler, Leo Van Lier, Negotiation of Meaning in Conversational and Information Gap Activities: A Comparative Discourse Analysis, TESOL Quarterly, Vol. 35, No. 3 (Autumn, 2001), pp. 377-405
The Ecology and Semiotics of Language Learning: A Sociocultural Perspective
Preface. 1. Introduction: Why ecology. 2. Theories of language. 3. Semiotics: The making of meaning. 4. Emergence and affordance. 5. The self and language learning. 6. Language learning pathways. 7. Critical ecological linguistics. 8. Ecological research. Epilogue for language teachers. References. Index
Action-based Teaching, Autonomy and Identity
Action-based teaching puts agency at the centre of the learning process. This can be defined as the socioculturally mediated capacity to act (Ahearn, 2001: 112). An actionbased approach is related to other approaches, such as content-based, project-based and task-based teaching and learning. However, it makes agency, rather than the particular curricular organisation, the defining construct. In this paper, various situated aspects of agency are e…
The ecology of language learning: Practice to theory, theory to practice
In this presentation I will look at language learning from an ecological perspective, an approach that focuses primarily on the quality of learning opportunities, of classroom interaction and of educational experience in general. Important pedagogical principles in an ecological approach are the creation of ecologically valid contexts, relationships, agency, motivation and identity. Each of these concepts will be examined and illustrated from a p…
Encyclopedia of Language and Education: Knowledge about Language
Allwright, Dick
Dick Allwright (1938– ) is one of the most influential applied linguists in the field. His main areas of interest bridge theoretical and practical concerns in the area of language education and he is the originator of an innovative and increasingly influential pedagogical movement called Exploratory Practice (EP). His work has always been closely connected to the actual language classroom and has probed the intricacies of interaction, relationshi…
EFL/ESL Teaching and Learning (12 works) · Psychology (12 works) · Linguistics (11 works) · Sociology (11 works) · Philosophy (9 works) · Computer Science (7 works) · Pedagogy (6 works) · Discourse Analysis in Language Studies (5 works) · Epistemology (5 works) · Mathematics education (5 works)