Learning as inter‐ action
We‐processes in second language acquisition and teaching
Bibliographic Data
| ID | 17366409 |
|---|---|
| Authors | D Atkinson (0000-0002-7460-542X, Second Language Acquisition and Teaching Graduate Interdisciplinary Program University of Arizona Tucson, AZ USA, corresponding author), Jorge Andres Mejía-Laguna (0000-0003-2822-0016, School of Language Sciences Universidad del Valle Cali Colombia), Jorge Mejía‐Laguna (Universidad del Valle), Amable Custodio Ribeiro (0009-0009-5111-8061, Second Language Acquisition and Teaching Graduate Interdisciplinary Program University of Arizona Tucson, AZ USA), Hunter Langenhorst (School of International Letters and Cultures Arizona State University Tempe, AZ USA) |
| Year | 2026 |
| Volume | 110 |
| Issue | 1 |
| Pages | 31-66 |
| Publication date | 2026-02-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Modern Language Journal (JOURNAL) |
| Journal identifiers | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/modl.70031 |
| OpenAlex | W7127070566 |
| Language | EN |
| Citations received | 1 |
| References cited | 71 |
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 using novel methods. Evidence for language learning‐and‐teaching‐related we‐processes was found in multiple areas: embodied participation framework, intertwined semiosis, interactional infrastructure, pronunciation as learning action, interactional identity/face, multimodal coordination, affect, and language production. Third, we discuss the theoretical–empirical results of our exploration comparatively with the conversation analysis (CA) approach in SLA/T studies
Comprehension approach · Conversation · Conversation analysis · Embodied cognition · Exploratory research · Language acquisition · Pronunciation · Second language · Second-language acquisition · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Multilingual Education and Policy
Interaction and Grammar
Co-Operative Action
Sociocultural Theory and the Pedagogical Imperative in L2 Education
Communities of Practice
The Expression of the Emotions in Man and Animals
Approximative Systems of Foreign Language Learners
Natural pedagogy
The Significance of Learner's Errors
Lectures on Conversation
The Routledge Handbook of Instructed Second Language Acquisition
Extended, Embodied Cognition and Second Language Acquisition
Corrective feedback, gesture, and mediation in classroom language learning
Cross-Cultural Emotion Recognition and In-Group Advantage in Vocal Expression
Recruiting help in word searches in L2 peer interaction
The secret multimodal life of IREs
Introduction to the guest‐edited issue
H. sapiens as ecologically special
Participation, stance and affect in the organization of activities
Brainhood, anthropological figure of modernity
Multiple Temporalities of Language and Body in Interaction
Classroom Interaction Research
A short history of SLA
Homo Pedagogicus
Making Pronunciation Visible
Natural Pedagogy in Second Language Learning and Teaching
Alienation from Interaction
Was Krashen right? Forty years later
Bridging the Gap
Politeness
A sequential approach to simultaneity in social interaction
The basic interactional competence of language learners
The co-operative, transformative organization of human action and knowledge
The Driver-car
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |