Vivian Cook
Biographic Data
| ID | 740892 |
|---|---|
| NAME | Vivian Cook |
| GIVEN NAMES | Vivian |
| FAMILY NAME | Cook |
| SIGNATURE | COOK V |
| AFFILIATIONS | University of Essex |
| ORCID | 0000-0001-7018-5221 |
| VERIFIED | Yes |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 293 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 3 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Multicompetence
Multicompetence is defined as “the overall system of a mind or a community that uses more than one language.” It can be approached through three premises: (a) multicompetence concerns the total system for all languages (L1, L2, LN) in a single mind or community and their interrelationships; (b) multicompetence does not depend on the monolingual native speaker; (c) multicompetence affects the whole mind, that is, all language and cognitive systems…
Nativeness and Language Pedagogy
A native speaker is typically defined as “a person who has spoken a certain language since early childhood”.
“It Taught Me How to Love on My Kids”: Perceptions of Acceptability and Effectiveness of the 24:7 Dad Parenting Curriculum
Little is known about system-involved fathers’ perceptions of parenting programs, and whether they believe they focus on topics they value. Service providers in family serving systems are positioned to refer fathers to parenting programs, albeit their perspectives of fatherhood are also largely unexplored. To that end, 17 fathers who recently graduated from the 24:7 Dad ® participated in focus groups, whereas 24 service providers completed 1:1 se…
Flexible working and professional relationships in schools: An ecological approach
In English schools, the policy environment has recently moved considerably in favour of teachers taking planning, preparation and assessment (PPA) time away from the school site as one approach to flexible working in support of teacher retention. Adopting an ecological agency approach to agency, we argue that offsite PPA offers a lens for examining the structural conditions of teacher agency. This may support a more nuanced understanding of teach…
“They don't trust me”: Service providers reflections of father‐centric treatment and engagement
Setting research priorities for applied cognitive sciences—What do teachers want from research
While research evidence has the potential to improve classroom practice, research–practice gaps continue to persist not least owing to the limited relevance of research findings for practice. A common approach in healthcare to address the research–practice gap is to form research priority setting partnerships (PSPs) in which stakeholders identify questions they would like research to answer. This paper presents the results from such a PSP in educ…
Survey of Adherence with Covid-19 Prevention Behaviors During the 2020 Thanksgiving and Winter Holidays Among Members of the Covid-19 Community Research Partnership
Prevention behaviors represent important public health tools to limit spread of SARS-CoV-2. Adherence with recommended public health prevention behaviors among 20000 + members of a COVID-19 syndromic surveillance cohort from the mid-Atlantic and southeastern United States was assessed via electronic survey following the 2020 Thanksgiving and winter holiday (WH) seasons. Respondents were predominantly non-Hispanic Whites (90%), female (60%), and ≥…
Multicompetence
Multicompetence is defined as “the overall system of a mind or a community that uses more than one language.” It can be approached through three premises: (a) multicompetence concerns the total system for all languages (L1, L2, LN) in a single mind or community and their interrelationships; (b) multicompetence does not depend on the monolingual native speaker; (3) multicompetence affects the whole mind, that is, all language and cognitive systems…
Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms
Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging
This study examines work with an academic concept in a multicultural classroom where a microblogging tool was used to facilitate dialogues. The analysis of extracts from classroom talk shows how one teacher prompted students to explain, elaborate and compare their written blog posts. The verbal richness and multiple perspectives evoked through the combination of dialogue and technology allowed the students to engage in active exploration of the c…
The signs of an English street: This article is the first in an occasional series which takes a look at how English is used in the everyday world of the urban landscape
Street signs are an everyday part of our lives. Yet their language and form reveal important aspects of written English. The aim of this article is to open the reader's eyes to some common features of English street signs by looking at some of the signs in a typical street, Leazes Park Road in Newcastle upon Tyne. On one side of Leazes Park Road the buildings are three-storey nineteenth-century brick townhouses, on the other assorted modern brick…
The Cambridge Handbook of Linguistic Multi-Competence
How are two or more languages learned and contained in the same mind or the same community? This handbook presents an up-to-date view of the concept of multi-competence, exploring the research questions it has generated and the methods that have been used to investigate it. The book brings together psychologists, sociolinguists, Second Language Acquisition (SLA) researchers, and language teachers from across the world to look at how multi-compete…
Premises of multi-competence
A summary 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.
Where Is the Native Speaker Now
Identification of spatial and cohort clustering of tuberculosis using surveillance data from British Columbia, Canada, 1990-2013
Meaning and material in the language of the street
This paper describes the materiality of street signs, an unappreciated and ubiquitous type of everyday written text. Drawing on social semiotics, linguistic landscapes and writing system research, it uses a categorisation of social roles associated with street signs and of the functions of street signs applied to street signs in Newcastle upon Tyne, with some other wider examples. The materials are divided into: stone and metal signs, which use c…
The language of the street
This paper looks at the language of the street from a perspective that draws on linguistics, writing system research and linguistic landscapes. It describes the totality of signs in two inner city streets in Newcastle upon Tyne, one virtually monolingual, one part of Chinatown, in terms of who controls the sign (licensor, owner, author, writer, reader), of serif and sans serif typefaces, and capital letters versus lowercase, and of which language…
Multicompetence
The term “multicompetence” was originally defined as “the compound state of a mind with two grammars” (Cook, 1991); in the context of that paper, “grammar” was used in the Chomskyan sense of the total knowledge of language in the mind (the I‐language) leading some people to infer wrongly that multicompetence was restricted to syntax.
Education spaces: Embodied Dimensions and Dynamics
The field as a ‘pedagogical resource’? A critical analysis of students’ affective engagement with the field environment
This paper presents findings from research into students' perceptions and experiences of geography fieldwork. The study focused on Year 9 students (13–14 years) from three state secondary schools in urban northern England. Geography fieldwork, depending on its conceptualisation and implementation, has the potential to provide students with a wide range of environmental learning experiences. This paper analyses the implicit values and ideologies u…
Chomsky's Syntactic Structures fifty years on
One of the innovations that we have recently introduced in our reviews section is to include reviews of books that were published some time ago. The aim of the ‘classics’ reviews is to indicate how far these older works are still relevant to current thinking, how far we have or have not moved on, and generally to serve as an occasion for a critical reappraisal. The intention is to publish these reviews on a significant anniversary of the original…
Do bilinguals have different concepts? The case of shape and material in Japanese L2 users of English
An experiment investigated whether Japanese speakers' categorization of objects and substances by shape or material is influenced by acquiring English. Based on Imai and Gentner (1997), subjects were presented with an item such as a cork pyramid and asked to choose between two other items that matched it for shape (plastic pyramid) or for material (piece of cork). The hypotheses were that for simple objects the number of shape-based categorizatio…
Geography fieldwork in a ‘risk society’
The recent decline in fieldwork provision in UK schools has partly been attributed to false perceptions of risk among teachers. This paper examines a case study based on geography teachers’ perceptions from six state secondary schools in a northern English city. The research shows that owing to the inherent subjectivity of risk perception, these teachers’ perceptions of fieldwork risk cannot be dismissed as false. Furthermore, it is argued that o…
Effects of the Second Language on the First
This book looks at changes in the first language of people who know a second language, thus seeing L2 users as people in their own right differing from the monolingual in both first and second languages. It presents theories and research that investigate the first language of second language users from a variety of perspectives.
Portraits of the L2 User
This book treats second language users in their own right rather than as failed native speakers. It describes a range of psychological and linguistic approaches to diverse topics about L2 users. It thus provides an innovative overview of current second language acquisition theories, results and methods, seen from a common perspective.
Going beyond the Native Speaker in Language Teaching
This article argues that language teaching would benefit by paying attention to the L2 user rather than concentrating primarily on the native speaker. It suggests ways in which language teaching can apply an L2 user model and exploit the students' L1. Because L2 users differ from monolingual native speakers in their knowledge of their L2s and Lls and in some of their cognitive processes, they should be considered as speakers in their own right, n…
Education spaces: Embodied Dimensions and Dynamics
Multi‐competence and the learning of many languages
The term ‘multi‐competence’ is used to define an individual's knowledge of a native language and a second language, that is L1 linguistic competence plus L2 interlanguage. The paper discusses the persistent tendency in L2 pedagogy, from the 1920s to the present, to make fallacious comparisons between multi‐competent L2 learners and monoglot speakers of the target language. The fallacy is perpetuated by many formal models of language acquisition, …
Where Is the Native Speaker Now
Meaning and material in the language of the street
This paper describes the materiality of street signs, an unappreciated and ubiquitous type of everyday written text. Drawing on social semiotics, linguistic landscapes and writing system research, it uses a categorisation of social roles associated with street signs and of the functions of street signs applied to street signs in Newcastle upon Tyne, with some other wider examples. The materials are divided into: stone and metal signs, which use c…
An Introduction to Applied Linguistics
Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging
This study examines work with an academic concept in a multicultural classroom where a microblogging tool was used to facilitate dialogues. The analysis of extracts from classroom talk shows how one teacher prompted students to explain, elaborate and compare their written blog posts. The verbal richness and multiple perspectives evoked through the combination of dialogue and technology allowed the students to engage in active exploration of the c…
Geography fieldwork in a ‘risk society’
The recent decline in fieldwork provision in UK schools has partly been attributed to false perceptions of risk among teachers. This paper examines a case study based on geography teachers’ perceptions from six state secondary schools in a northern English city. The research shows that owing to the inherent subjectivity of risk perception, these teachers’ perceptions of fieldwork risk cannot be dismissed as false. Furthermore, it is argued that o…
Identification of spatial and cohort clustering of tuberculosis using surveillance data from British Columbia, Canada, 1990-2013
The field as a ‘pedagogical resource’? A critical analysis of students’ affective engagement with the field environment
This paper presents findings from research into students' perceptions and experiences of geography fieldwork. The study focused on Year 9 students (13–14 years) from three state secondary schools in urban northern England. Geography fieldwork, depending on its conceptualisation and implementation, has the potential to provide students with a wide range of environmental learning experiences. This paper analyses the implicit values and ideologies u…
Chomsky's Syntactic Structures fifty years on
One of the innovations that we have recently introduced in our reviews section is to include reviews of books that were published some time ago. The aim of the ‘classics’ reviews is to indicate how far these older works are still relevant to current thinking, how far we have or have not moved on, and generally to serve as an occasion for a critical reappraisal. The intention is to publish these reviews on a significant anniversary of the original…
Using SLA research in language teaching
This paper discusses ways of using second language acquisition (SLA) research in teaching. It argues that the proper use of SLA research should meet a set of overlapping requirements: validity of the research, ethics in obtaining results, generality of research and teaching use, matching of languages in research and teaching, matching of learners and students, and breadth of coverage of language learning. These requirements are applied to three s…
Universal grammar theory and the classroom
Universal grammar and second language acquisition
Second Language Learning and Language Teaching
Multi‐competence and the learning of many languages
The term ‘multi‐competence’ is used to define an individual's knowledge of a native language and a second language, that is L1 linguistic competence plus L2 interlanguage. The paper discusses the persistent tendency in L2 pedagogy, from the 1920s to the present, to make fallacious comparisons between multi‐competent L2 learners and monoglot speakers of the target language. The fallacy is perpetuated by many formal models of language acquisition, …
Using SLA research in language teaching
This paper discusses ways of using second language acquisition (SLA) research in teaching. It argues that the proper use of SLA research should meet a set of overlapping requirements: validity of the research, ethics in obtaining results, generality of research and teaching use, matching of languages in research and teaching, matching of learners and students, and breadth of coverage of language learning. These requirements are applied to three s…
Going beyond the Native Speaker in Language Teaching
This article argues that language teaching would benefit by paying attention to the L2 user rather than concentrating primarily on the native speaker. It suggests ways in which language teaching can apply an L2 user model and exploit the students' L1. Because L2 users differ from monolingual native speakers in their knowledge of their L2s and Lls and in some of their cognitive processes, they should be considered as speakers in their own right, n…
Using the First Language in the Classroom
This paper argues for the re-examination of the time-honoured view that the first language should be avoided in the classroom by teachers and students. The justifications for this rest on a doubtful analogy with first language acquisition, on a questionable compartmentalization of the two languages in the mind, and on the aim of maximizing students' exposure to the second language, laudable but not incompatible with use of the first language. The…
An Introduction to Applied Linguistics
Portraits of the L2 User
This book treats second language users in their own right rather than as failed native speakers. It describes a range of psychological and linguistic approaches to diverse topics about L2 users. It thus provides an innovative overview of current second language acquisition theories, results and methods, seen from a common perspective.
The Functions of Invented Sentences: A Reply to Guy Cook
Journal Article The Functions of Invented Sentences: A Reply to Guy Cook Get access Vivian Cook Vivian Cook Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 23, Issue 2, June 2002, Pages 262–269, https://doi.org/10.1093/applin/23.2.262 Published: 01 June 2002
Effects of the Second Language on the First
This book looks at changes in the first language of people who know a second language, thus seeing L2 users as people in their own right differing from the monolingual in both first and second languages. It presents theories and research that investigate the first language of second language users from a variety of perspectives.
Do bilinguals have different concepts? The case of shape and material in Japanese L2 users of English
An experiment investigated whether Japanese speakers' categorization of objects and substances by shape or material is influenced by acquiring English. Based on Imai and Gentner (1997), subjects were presented with an item such as a cork pyramid and asked to choose between two other items that matched it for shape (plastic pyramid) or for material (piece of cork). The hypotheses were that for simple objects the number of shape-based categorizatio…
Geography fieldwork in a ‘risk society’
The recent decline in fieldwork provision in UK schools has partly been attributed to false perceptions of risk among teachers. This paper examines a case study based on geography teachers’ perceptions from six state secondary schools in a northern English city. The research shows that owing to the inherent subjectivity of risk perception, these teachers’ perceptions of fieldwork risk cannot be dismissed as false. Furthermore, it is argued that o…
Chomsky's Syntactic Structures fifty years on
One of the innovations that we have recently introduced in our reviews section is to include reviews of books that were published some time ago. The aim of the ‘classics’ reviews is to indicate how far these older works are still relevant to current thinking, how far we have or have not moved on, and generally to serve as an occasion for a critical reappraisal. The intention is to publish these reviews on a significant anniversary of the original…
The field as a ‘pedagogical resource’? A critical analysis of students’ affective engagement with the field environment
This paper presents findings from research into students' perceptions and experiences of geography fieldwork. The study focused on Year 9 students (13–14 years) from three state secondary schools in urban northern England. Geography fieldwork, depending on its conceptualisation and implementation, has the potential to provide students with a wide range of environmental learning experiences. This paper analyses the implicit values and ideologies u…
Education spaces: Embodied Dimensions and Dynamics
Multicompetence
The term “multicompetence” was originally defined as “the compound state of a mind with two grammars” (Cook, 1991); in the context of that paper, “grammar” was used in the Chomskyan sense of the total knowledge of language in the mind (the I‐language) leading some people to infer wrongly that multicompetence was restricted to syntax.
The language of the street
This paper looks at the language of the street from a perspective that draws on linguistics, writing system research and linguistic landscapes. It describes the totality of signs in two inner city streets in Newcastle upon Tyne, one virtually monolingual, one part of Chinatown, in terms of who controls the sign (licensor, owner, author, writer, reader), of serif and sans serif typefaces, and capital letters versus lowercase, and of which language…
Meaning and material in the language of the street
This paper describes the materiality of street signs, an unappreciated and ubiquitous type of everyday written text. Drawing on social semiotics, linguistic landscapes and writing system research, it uses a categorisation of social roles associated with street signs and of the functions of street signs applied to street signs in Newcastle upon Tyne, with some other wider examples. The materials are divided into: stone and metal signs, which use c…
The Cambridge Handbook of Linguistic Multi-Competence
How are two or more languages learned and contained in the same mind or the same community? This handbook presents an up-to-date view of the concept of multi-competence, exploring the research questions it has generated and the methods that have been used to investigate it. The book brings together psychologists, sociolinguists, Second Language Acquisition (SLA) researchers, and language teachers from across the world to look at how multi-compete…
Premises of multi-competence
A summary 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.
Where Is the Native Speaker Now
Identification of spatial and cohort clustering of tuberculosis using surveillance data from British Columbia, Canada, 1990-2013
The signs of an English street: This article is the first in an occasional series which takes a look at how English is used in the everyday world of the urban landscape
Street signs are an everyday part of our lives. Yet their language and form reveal important aspects of written English. The aim of this article is to open the reader's eyes to some common features of English street signs by looking at some of the signs in a typical street, Leazes Park Road in Newcastle upon Tyne. On one side of Leazes Park Road the buildings are three-storey nineteenth-century brick townhouses, on the other assorted modern brick…
Multicompetence
Multicompetence is defined as “the overall system of a mind or a community that uses more than one language.” It can be approached through three premises: (a) multicompetence concerns the total system for all languages (L1, L2, LN) in a single mind or community and their interrelationships; (b) multicompetence does not depend on the monolingual native speaker; (3) multicompetence affects the whole mind, that is, all language and cognitive systems…
Psychology (22 works) · Computer Science (17 works) · Linguistics (17 works) · Sociology (13 works) · EFL/ESL Teaching and Learning (11 works) · Multilingual Education and Policy (11 works) · Philosophy (11 works) · Mathematics education (9 works) · Pedagogy (9 works) · History (7 works)