Amable Custodio Ribeiro
Biographic Data
| ID | 8630833 |
|---|---|
| NAME | Amable Custodio Ribeiro |
| GIVEN NAMES | Amable Custodio |
| FAMILY NAME | Ribeiro |
| SIGNATURE | RIBEIRO A C |
| AFFILIATIONS | Second Language Acquisition and Teaching PhD Program University of Arizona Tucson, Arizona USA |
| ORCID | 0009-0009-5111-8061 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Learning as inter‐ action
When people inter‐ act, they act conjointly, not as independent beings. This article explores the role of interactive we‐processes in second language acquisition and teaching (SLA/T). First, we define we‐processes, review literature, and summarize our theoretical framework—a sociocognitive approach to SLA/T. Second, we present an exploratory study of we‐processes in an Australian ESL classroom, microanalyzing a 55‐second videotaped interaction us…
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…
Introduction to the guest‐edited issue
Intellectuals in every field are familiar with frequent complaints about the isolation of various disciplines into insular silos of self-reflexive chatter, more-or-less immune from the cross-pollination of ideas.This has been particularly true of the field of psychology.(. ..)Increasingly, though, psychological researchers and practitioners are coming to chafe under this restrictive intellectual regime, and one hears increasing calls for approach…
Relationality, interconnectedness, and identity
This complex article has six subsections. Following a brief introduction, one team of three co‐authors and three single authors present compact statements of their distinctive individual research perspectives on second language acquisition and teaching (SLA/T): Atkinson, Mejía‐Laguna, and Ribeiro offer a sociocognitive perspective; Cappellini introduces an eclectic perspective in which online communication is analyzed multimodally; Kayi‐Aydar dev…
Beyond learning opportunities
This paper introduces the sociological concept of focused encounters (FEs) as a tool for researching interaction in second language acquisition and teaching. FEs are face-to-face interactions affording joint attention, intersubjectivity, interaffectivity, and interactional alignment, considered key contributors to learning in some SLA/T approaches. First, we introduce the FE concept. Second, we situate FEs within a sociocognitive approach to SLA/…
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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…
Introduction to the guest‐edited issue
Intellectuals in every field are familiar with frequent complaints about the isolation of various disciplines into insular silos of self-reflexive chatter, more-or-less immune from the cross-pollination of ideas.This has been particularly true of the field of psychology.(. ..)Increasingly, though, psychological researchers and practitioners are coming to chafe under this restrictive intellectual regime, and one hears increasing calls for approach…
Relationality, interconnectedness, and identity
This complex article has six subsections. Following a brief introduction, one team of three co‐authors and three single authors present compact statements of their distinctive individual research perspectives on second language acquisition and teaching (SLA/T): Atkinson, Mejía‐Laguna, and Ribeiro offer a sociocognitive perspective; Cappellini introduces an eclectic perspective in which online communication is analyzed multimodally; Kayi‐Aydar dev…
Beyond learning opportunities
This paper introduces the sociological concept of focused encounters (FEs) as a tool for researching interaction in second language acquisition and teaching. FEs are face-to-face interactions affording joint attention, intersubjectivity, interaffectivity, and interactional alignment, considered key contributors to learning in some SLA/T approaches. First, we introduce the FE concept. Second, we situate FEs within a sociocognitive approach to SLA/…
Learning as inter‐ action
When people inter‐ act, they act conjointly, not as independent beings. This article explores the role of interactive we‐processes in second language acquisition and teaching (SLA/T). First, we define we‐processes, review literature, and summarize our theoretical framework—a sociocognitive approach to SLA/T. Second, we present an exploratory study of we‐processes in an Australian ESL classroom, microanalyzing a 55‐second videotaped interaction us…
EFL/ESL Teaching and Learning (5 works) · Computer Science (4 works) · Linguistics (4 works) · Second-language acquisition (4 works) · Sociology (4 works) · Language acquisition (3 works) · Language, Discourse, Communication Strategies (3 works) · Mathematics education (3 works) · Philosophy (3 works) · Psychology (3 works)