Table Of ContentDIALOGUE WITH BAKHTIN
ON SECOND AND FOREIGN
LANGUAGE LEARNING
NEW PERSPECTIVES
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DIALOGUE WITH BAKHTIN
ON SECOND AND FOREIGN
LANGUAGE LEARNING
NEW PERSPECTIVES
Edited by
Joan Kelly Hall
Pennsylvania State University
Gergana Vitanova
University of Central Florida
Ludmila Marchenkova
The Ohio State University
LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS
2005 Mahwah, New Jersey London
Copyright © 2005 by Lawrence Erlbaum Associates, Inc.
All rights reserved. No part of this book may be reproduced
in any form, by photostat, microform, retrieval system, or
any other means, without prior written permission of the
publisher.
Lawrence Erlbaum Associates, Inc., Publishers
10 Industrial Avenue
Mahwah, New Jersey 07430
Cover design by Kathryn Houghtaling Lacey
Library of Congress Cataloging-in-Publication Data
Hall, Joan Kelly.
Dialogue with Bakhtin on second and foreign language
learning : new perspectives / edited by Joan Kelly Hall,
Gergana Vitanova, Ludmila Marchenkova.
p. cm.
Includes bibliographical references and index.
ISBN 0-8058-5021-X (alk. paper)
1. Language and languages—Study and teaching. 2.
Bakhtin, M. M. (Mikhail Mikhaaelovich), 1895-1975—
Views on foreign language study and teaching I. Vitanova,
Gergana. II. Marchenova, Ludmila. III. Title.
P51.H288 2004
418'.0071— dc22 2004046968
CIP
Books published by Lawrence Erlbaum Associates are printed
on acid-free paper, and their bindings are chosen for strength
and durability.
Printed in the United States of America
1 0 9 8 7 6 5 4 3 2 1
Contents
Preface vii
Contributors ix
1 Introduction: Dialogue With Bakhtin on Second 1
and Foreign Language Learning
Joan Kelly Hall, Gergana Vitanova, and Ludmila Marchenkova
PART I: INVESTIGATIONS INTO CONTEXTS
OF LANGUAGE LEARNING AND TEACHING
2 Mastering Academic English: International Graduate 11
Students' Use of Dialogue and Speech Genres to Meet
the Writing Demands of Graduate School
Karen Braxley
3 Multimodal Rerepresentations of Self and Meaning 33
for Second Language Learners in English-Dominant
Classrooms
Ana Christina DaSilva lddings, John Haught, and Ruth Devlin
4 Dialogic Investigations: Cultural Artifacts in ESOL 55
Composition Classes
Jeffery Lee Orr
VV
vi CONTENTS
5 Local Creativity in the Face of Global Domination: 77
Insights of Bakhtin for Teaching English for Dialogic
Communication
Angel M. Y. Lin and Jasmine C. M. Luk
6 Metalinguistic Awareness in Dialogue: Bakhtinian 99
Considerations
Hannele Dufua and Riikka Alanen
7 "Uh Uh No Hapana": Intersubjectivity, Meaning, 119
and the Self
Elizabeth Platt
8 Authoring the Self in a Non-Native Language: 149
A Dialogic Approach to Agency and Subjectivy
Gergana Vitanova
PART II: IMPLICATIONS FOR THEORY AND PRACTICE
9 Language, Culture, and Self: The Bakhtin-Vygotsky 171
Encounter
Ludmila Marchenkova
10 Dialogical Imagination of (Inter)cultural Spaces: 189
Rethinking the Semiotic Ecology of Second Language
and Literacy Learning
Alex Kostogriz
11 Japanese Business Telephone Conversations 211
as Bakhtinian Speech Genre: Applications
for Second Language Acquisition
Lindsay Amthor Yotsukura
Author Index 233
Subject Index 239
Preface
The idea for this volume emerged from our mutual interests in Mikhail
Bakhtin and language learning, discovered via discussions begun at the
2002 meeting of the American Association for Applied Linguistics. We
found out then that, having read much of his work, we were each quite at
tracted to Bakhtin's philosophy of language and interested in exploring its
implications for the learning of languages. This volume is a result of our
collective desire to share these interests with others in the field. To our
knowledge, this volume is the first to explore links between Bakhtin's ideas
and second and foreign language learning.
With the exception of chapter 7, all the chapters are original, written
specifically for this volume. Together, they address a range of contexts, in
cluding elementary and university-level English-as-a-second-language
and foreign language classrooms and adult language-learning situations
outside the formal classroom. Because the chapters are situated within a
coherent conceptual framework, we expect them to be of interest to a
broad audience of scholars with interests in second and foreign language
learning. Moreover, given their significant pedagogical implications, we
anticipate that teacher educators and language teachers will also find the
volume useful.
ACKNOWLEDGMENTS
We acknowledge with much gratitude the chapter authors' goodwill in re
sponding to our many requests and meeting all deadlines. Their combined
efforts in enhancing our understandings of Bakhtin's philosophy and its
implications for language learning make a significant contribution to the
field of second and foreign language learning. We would also like to thank
vii
viii PREFACE
Naomi Silverman for her constant encouragement and patient assistance
and Lori Hawver, Erica Kica and the other folks at Lawrence Erlbaum Asso
ciates for their care and attention in bringing the volume to fruition.
Thanks must also go to the two reviewers of the manuscript, Diana Boxer,
University of Florida and Terry A. Osborn, Universityof Connecticut, who
provided much helpful feedback. Finally, we extend our appreciation to
family, friends, colleagues, and students, who inspire us to constantly seek
out new opportunities for mutual understandings. We are excited to pres
ent this volume to readers and look forward to continuing the dialogue.
Contributors
Riikka Alanen is a senior researcher working at the Centre for Applied
Language Studies. She runs a project called "Situated Metalinguistic
Awareness and Foreign Language Learning." Her expertise includes
Vygotskyan approaches to language learning, and she currently focuses on
the notion of transfer in foreign language learning.
Karen Braxley received her PhD in TESOL from the University of Geor
gia. For the last 6 years she has taught English as a second language in the
university's intensive English program and has also worked as a writing tu
tor in the university's Learning Center, where she works with graduate and
undergraduate students from many different countries. Her research inter
ests include ESL composition, qualitative research methodology, and socio
cultural theory based on the work of Bakhtin and Vygotsky. Her
dissertation focuses on the ways that international graduate students meet
the challenge of writing academic English.
Ruth Devlin is an artist and writer who teaches primary English Language
Learners (ELLs) at Paradise Professional Development School in Las Vegas,
NV, and is an adjunct faculty member at the University of Nevada, Las Vegas.
She has been teaching and working with ELL students for the past 14 years.
She received her MS in Curriculum and Instruction in 1996 and contines
maintain her TESOL endorsement. Her research has focused on the connec
tions among art, writing, and meaning-making of young language learners
as they work in English dominant environments. She has published a book
entitled Desert Seasons: A Year in the Mojave (2004, Stephens Press).
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