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05 Swain Languaging

article on languaging

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Sonja Andjelkov
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630 views8 pages

05 Swain Languaging

article on languaging

Uploaded by

Sonja Andjelkov
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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4. Languaging, agency and collaboration in advanced second language proficiency! Morrill Swain Introduction The eof this chapter as four pars languaging; agency collaboration; did dvanced second language peofiieney. MY intention is ro foreground ihe concept of languaging and Ks importaace to the noon of ‘aanced- thes insecond language proficiency. This wl do by discusing theconcept Drlanguaginy and concreting ith example ken fom several ata 5 Tha been working wah over the ast ew years The examples Ile using furttustrave purpenes ave een selected fom sues in which the partic pans were ake io engage in vari languagerehted activites lhe {fat iscon in the examples i their ageney im actin, tn that sere, dhe cond and cir pars of mye serve asthe context forthe exams have Selected ‘Serra of Vygotsky's insights into the sclaionsip between. language and thought sete asthe bats of he arguments preiented in this chapter. pgonky (1978, 1987) argued thatthe development and functioning of all IMgher menial processes (eagnton) ate mediated ad tat guage sone fic ten important mediing tool of the mind. Ax sich, speaking and Athy shape and reshape cogmtion This shaping 2d reshaping of cogn onan aspect of earning, and x made sible a laces talk rough with ects or ethers the meanings they hae, and wcke sense of thet. This ‘Beans hat te expec for dining s inked 6 oUF epic for angwaging fhe two ave woe a dalectial elatonship. Langsaging For sometime now, hive een searching for a word hat pts the feu in Telond Tanguage tearing on the importance of paducig Tange, but Shieh dors nov carey with the condi metaphor (Reddy 1979) of sarp ‘Gutpur a word thor evokes a0 image of language as conveyer of fixed esse feat exit ae thought) Output doesnot alow a al or te image tga at an actinty= dat wena person producing language, wnt ‘pe or she is engaging in i a coguiive acti: an acti ofthe mind. In ‘iuls uc onguage ro meditecogiton (thinking) In oer word a we reir he notion of advancedees’ in angnage use, too Split Saag guage as Being cals aconveer of meaning, Rather we need any Or lgnage ab also beng an agent in de making of meaning (for tink Jad decision of language & resource within a Halidayan fame Soirice Manhiessen he volume) Tc bs heen important for me to nd a Sole hich elects this tneaning of language a a cog too. nr writing, {begat w ase te words verbalzng’ and “webalimton eae Se 200). However thee nord, oo, have been subject to mir (MSspecetion ~ misinterpreted because people often assume that 'erbl vata efor ony to speaking utr dun both speaking and wring, Over sr the nord Tanguaging energed. Tor me, I conveyed at acon = = {meine never-ending proces of sing language to make meaning rhage et fortnate (or me) that Ghd not know anyone else ad used this tes This meant I could develop dhe word's meaning, giving it sense Tiga 1087) art ued in traction wth ers, Thien esenee, an Caen example of what languagg accomplishes, However: I discovered SSS5 enough, ha other, sme nots rece, had made ose of this word tae td (22 December 205), [Googled Tanguaing’ andl found ove 147,500 enue, ‘for cups in 1979 Lae wrote 3 paper ensled "Thinking and nga sng A pneholinguste model cf performance and learning. There Lado ‘cs the Since English Pax no generic erm to reer global wo he esis we Tanga IwlleseTanguaging fr convenience’ (197% 8) ead, ean T ered in our meanisg of Languaging Ta sing i 0 refer ecg language andi psa, o producing Ingvage nan atlept rade and to problemolve~ to make meaning, Lade conc Langan i il inguitcpefrance in conus opt Tigi prior Lan lingua perfomance te enon of the performer 0 ae aerate erguagetn sncng ie tha 0 coramuniae Ske lee when we encente on wd; a roma ot or pronanc Sree sm in trgunge tang In raga or andor nt on the Snpuage C17) “Tis is nr tall what 1 mac by languaging! In fat i precy when Janpge ined o mediate prot sotalons whether the problem sabout Jane ord to use, ow beat. srwetareatentence so it means what you vacuo mean or how to explain the results of an experiment, of hew 10 Mee at ot te acon ofanother or. -thatlanguagng occurs As Becker “v1 wate Temgunging about language sa every lnguaging about Siyaing eke’ (901-220) Per ing ahead of must hete Became this is precisely the point Pease sith int languiing about language i one of the Nam Fant on angie tone ined ell with 2 Seteom s noangunge ering contest the context of Yang 1 he drculatory autem in the biological sciences, Seiden who engaged in towngeaplanaionste die self (aloud) afer ech sentence i atext about Fe Gedausy matem developed 4 more accurate, complete and_ deeper rMacisundlng of how tie sysem works and reained that understanding rots longer'ime compared to student who were not asked co verbaloe {ler explanations, bat only read the test over sien several times (Chi a 1998), ‘frivmigh this be? Langvaging series to mediate conion. Speaking ane ‘wring complete and teansorm thought CVgooky 1987) Vygosky (1978, Tos7}e Barney (1002), Well (1999) and outers have argued that speech and wring ean sere 488 meats of develpment by reshaping experienc. TLanguaging acres as avelcie through whieh thinking i articulated and ‘Canonine ino an ardlactal form, Wiilng about speaking, Smagorinsky (mg) argued that ‘the proces of tendering thinking into speech i not mpl a mater of memory retail, bata process through which thinking MaIS anew inel of ardeulaion’ (138: 172). The ame is true for Trung, Idsus are enulzed. They become aazle as an abject about Thea jeeaioun can be raised and ansvers ean be explored wi ers oF Wir dna In other words, anguagingba proces wich creates wb or [ible progr about whieh one can language arte roms pine of ew, then, ie raer intresting co discover thatthe enn langnaging’ abo surfaces in dhe cial psichorherapetic iterate, Th Toto, Hatcompleted «Ph, dascraon ented Languaging: The hn- ustes of pochotherapy. How language works psphoherapetcall. hu fa tikcrddon, he edhe abooe languaging and consciousness, and the tuportance in therapy of elanguaping’, at is, of recogabing and 1c ‘ircuring one's knowledge by lnguin “This nabs anpec ofthe concept of akingitshrough’ (Swain and Lapin 200d) dat we have found in our second language learning data ~a pot | tall tum wo below Is he ‘cominguotnowhilespeaking” phenomenos, That while speaking lor wring), we may reach a new or deeper unde standing (Sit 208) This nota ne Hea. Almont 200 years ago, Kleist (te! in O'Connel) 1988) wrote 4 paper ened "On the gradual wrking out of cne'sthoughis Inthe proce of speaking Kel’ ave ata ie, and relevant tothe point La eying to make as fellow tryou vant to unernand something and ant Sigur nt by pondering, Louk eae en ingenieur, topes of tote nex acauatance we tae eH corte dos chave tobe bit felow da sar what Pe oppor Uc not suposed toa him sbowthe mater No, te tbe comes ‘luna ofall lnm about yurelf 5G 18. In other words, rough she proces oftalkingituroug ~ 10 anothes wi TASS br with the self we may come 10 a new understandings & DY eae ctsclop and wear, Langunging i» not simply a process -yeaung of fom within’ (0 Contel 1988: 12). es nota bran dump. As Vogouls 1987210) sid" Thoughts not merely expressed in word: Hye exwence though then thought finds is reality ad for [i Tanguage) Tees ing ax Lam using the we, refers tothe proce of making me ing al sping kowetge and experience through language. Ts pat of sit conse earing. Languaing about language is one ofthe ways we TES amguage. This means that he Tanguaging (the dialogue or prate ‘ici about language hat learirs engage im takes on new sigiicance, 1b peeeidan observe leavers operaing on hnguistc data and coming to a Mersunding of previous leo wel understood material In UREN ME see earning taking pee ‘Languagag nets second language learing tm our recent research (eg Soin 2008; Swain and Laykin 1988, 2008, Tho we hare ben exploring Ree languagng is source of second lan ane ming, Our pancipans hae been young sdoescens (1, 12nd $e Rca od) who are in French lmmenion programs in Toronto, Ove Tedacch paradigm as been fo mk stents to write a story for which the ‘metus either an auerecondng or set of drags. We then reforms TUE he stores the sudens ane wren. In efrmmating the tries he raat as been to ntchange themes of what the sets wrote, Dut to ence the fora of ther wring so atc would De acceptable toa fluent aa he sarge amguage, We ten ak the sadent sane of whom have erate reson thet cm and ers with a partner t9 noGe the Wtrences between heir tory and dhe vewiten one, While they are vcing the difeyences they ate videotaped. We then play back the video Ti ee paripant ping the ape each dime dhe tdentsnoiced a ‘TRtesence Nemeen te ring ud he reormultoe's (whom they new 0 se renchapeaking ada. We ack the student tll us what they Were Thinking, someames proming dem with specific questions, During all Thnae ge of thee writing. ring tbe orginal creation, ding the riley end during the stimlatd reel) de tients engaged i langage Peay they medited thi wing by languaging, by working hough ee Nest ta we tei intendet meaning. During the noticing stage and eulsted recat sages, de stents expressed dni beliefs about the ange saarnige often fnguaging tenelves though to an undersanding of why sees Ssatator had changed what they ad ween, The impact of thet reegaaging shows up when, on tick own, dey Later revmite what they had aeety ecn, incorporating dhe subtanceof what they id language cn Mone proftent sedents do dhs more effectively than less proficient ‘Snes do (Qh and Laphin 2001) ‘Langqunging as wakingicahrough: cognitive and memorable engagement ‘Watanabe (2004) conducted a sty wing sar research sign a5 Sain Thu Laphia (cr above), but with Japanese du earersof Eaglich, studying aglaw beable to eater univers. Watanabe as particular intrested st ‘alaborahe learning were the paripting partners had different levels Sf Engith proficiency in the example { provide here, Ken. i che high roftency suvlen and Yop i eng;roficeny It sone of many examples Rom ber data set of esdens coming 1 an understanding ofa particu Contestalzed use of Engish through languaging. "What wile scen in example mayor Ue surface appear rather vial ~ working out the comet use of the defite article. However, i reflec a “ic snd important probit for L2 learners of English. In this cate itis ‘ompauntled bythe prepositional stem which jos as troublesome for 12 {earners of nls, sw wil ee che data eval dat he real problem TEU works ot he constants in anoun phrase From a pedagosical ernpecin, the caample shows tat diagnosing the problem as only on of eee uno o prepesiconal ue, eather olf he Mark the mote general isse float the conasiuens in a noun Thre “Xr we mill se, Ken completly rejects he feedback he receives fom dhe authortae get lngaage speaker He oly comes ors with itonce he Ins worked out ssoluton by ekingittough. Although hei eyppoced by Aig te realty inthis example tat Kes, by alkingand thereby constr Ihe lr thoughts, is able wo locale the contadicons and reconsict is Aiieuandig of what b going ony In other words, by Languaging. Ren {velop ul that makes what wa ily seen as contradictory consistent, “The ask aso read «prompt eakex fom a TOEFL wring prompt and jointy writes response. Fhe prompt rads follows ‘Choose one of the ‘Eining ransporation vehicles and explain why you think i as changed prople's Ives: automates, bcyles, arplanes. Use specific reasons and Peamples i suppor your answer ‘land Ken chose to te about aeroplanes sce Appendix A forthe ull tect Of what they woe). At the beginning of te second paragraph, they ttrotes Rist HT were person who Ic intenthemsry offer ad fumed to aiuy in America, could nat aford to buy a Scket provide he meaning they bas earned, CConchsion snd discussion Tithe examples {have described, the sudenis were simulated to ID AUAEE Tene erage became in doing desks, dey realized that Where Were ere Sethe eget language that they dd not now, oF were HORE {Binge abo un es ct about tying 0 sale the problem, Using USE oe PSol wo maine their dining (ogiton). Inthe studies ¥ Wave cited woe gen pace between pre-and poste ta the ample er det the atdentspostecs ress ae directly eaceable 10 Janl'tethe Gnlogue ~ the lnguaging ~ of he secant, Lanewasik a ees mane’ language Learning by drvwing their atenion tanguagerelated problems they hd, an by ging them the tos to reavon vo soladons : her any and Wl and Voj and Ken's languaging has accomplished for hs ao Pld, Fn theirlngoaging arculted and tataformed their (Duaking to an aries form, snd as such berate aaa as a sous cP Rrtbr etecon. Secondly, nguaging was the means of dat fortes sedecton. Through it, these sfents created new meanings and unde. SCandlage- tats they learned bth dough and about language. ‘Math ndeeneed language Fears, ovr conceptalizion of fangunge learning and L2 language wse most addres the rlaonsbip benween Ian Tea ad hugh I hare argued i ti chapter, based on the wings of Spam a dhnking intimate rele wotanguage. Vygotsky argues that MERE cnud procesee find. ir source in ineraion between a real odes and the arkfact they create, and that te proces of intr ac amedited by prychologéal to, of which language i one of the ‘aoa important Speaking and wring Vrgouky argued do mc more than aaa Ponmaage They serve as ool of tne mind, mediating the cognition Sid recogaitign f experience ad Knowledge Nowe 1 Thiscbapterina eed eson a pena ares that mas ghen ale George Tae eee he Conerence arch 2005.1 would ket thank the many sa ee plage ih me crea nore his hap ae cones nd who Fae recent on ere eros of Het es, Png Dele, PSS tists Menge mat, Dai fa, Fenny Kear, Jim Lao Se eh, Linda Seman, Wataru Seah Try Sein, Seve Thome Spa Toate and Yano Watnab References ‘Bares: (12) Fem Commute to Car (2 en). Prtnouth, NH Be ga) :A shor ena on Denguagng nF Sie Ce) Rea "teat SS Coats Newbury Path. CA: Age, pp 226-4 a ee ccs ML tn Talking rea nerachona language eas man coment Ai Longue, 25,0285 a ne ete Cie ALHL apa Laces, C.(900) "hing see ncaa eproes undentarcing Capit ain 18, $8.77 ‘cok (200) Longa Pay Large Ling Oxford, Oxord Universi oe Fase eo aor esaping: the inguiie of pchaherpy. How NOES Tee atti he eaplaton int thea and science of Tre sere vgn n four poehaereps sing general ean ormuaons Pines Seb. Dusen the Uo tine. Diseason Asa ete alona 7 (1) 4717 ea NEE reg ana “imguayne a phone made pots Ses eng” Soph Langan 19-2 erie, and Gant, D, (101) ‘Arbienve Tie Dr: owls 2 pragma of ‘ancy mmatof eget, 1-2 Oa Pe Cha) Cana Ey on Longue Te and Pocalog, New Yor ‘Spunger\erag Eins. 200 ‘aporng ihe de of maxing trcestage second eee a nl ond Lanse Wing 1027-208, 3c (0) ihe cananc meagan Onony fe), Maer and Thug eM be Cambie Univer Pos, ps 16420 ee ta) king and speech and pokcl mais Mind uly, ot Ay 5157-7 on Ae Sc upthyptnes and bond eating soit throng Sn Lame (od) Suu! Thy sn Sond Longe ee Ontos Oxird Coiery Pre 57-18 i recoup potest) aa acre E ike (8) ear im Sere Langue Teng an Lng Mal, NL: renee Esti, 947-8, onan iy ea prsecl: what doe: mean fr rocco we sca Ae one ein a Calne, ©. Chapelle and P Dll (os) aon iy tx Appel ings Mabie eh Pent here Phd: Benji 9p 97-118 oe ets ins) “ncrsaion and scond language frag: ain, Moen sets Mok peter” Moa Lange J a 2, 820-7. on ee aki, (208) Ting hough: to French immersion leaner an Seepelaion, Inrmel mal Bacteal Rec Spec Cr eT acronis ngage ering) 37, 0-904 SSE apn. 5: 000) “Ot yet mow From production fo canpeshen a as ering iD Mc Bon and O. Ragan (ls), Hote Tere pes AN ad ning Vata Laren tas -antacc'X tant Perper Daigo Begg Second Langage Leasing

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