2008-11-28 · Lourdes Ortega has succeeded admirably in her goal of helping students construct personal understandings of the interdisciplinary field of SLA. She is thorough in presenting the most up-to-date research bearing on the important controversies in SLA and does so with an engaging, personable, reader-friendly style that invites students to stay focused on the broader meanings of the research findings.

It addresses this issue head on, bringing together key international scholars in SLA, TESOL, and bilingual education to explore from cutting-edge interdisciplinary perspectives what a more critical multilingual perspective might mean for theory, pedagogy, and practice in each of these fields.

Moving beyond "lingualism": Multilingual embodiment and multimodality in SLA David Block Ch. 4. Lourdes Ortega, in Chapter 2, ‘Ways forw ard for a bi/multilingual turn in SLA’, notes that usage-based linguistics (UBL) migh t b e of he lp s in ce i t is no t im po rta nt Ways Forward for a Bi/multilingual Turn in SLA Lourdes Ortega Ch. 3. Moving beyond "lingualism": Multilingual embodiment and multimodality in SLA David Block Ch. 4. Theorizing a Competence for Translingual Practice at the Contact Zone Suresh Canagarajah Ch. 5. Identity, Literacy and the Multilingual Classroom Bonny Norton Ch. 6. Finally, I argue that it is by reframing SLA as the study of late bi/multilingualism that the remarkable progress witnessed in the last 15 years will help the field reach new levels of transdisciplinary relevance as a contributor to the study of the ontogeny of human language and a source of knowledge in support of language education in the 21st century.

Theorizing a Competence for Translingual Practice at the Contact Zone Suresh Canagarajah; Ch. 5. Identity, Literacy and the Multilingual Classroom Bonny Norton; Ch. 6. Ortega offers three ways in which UBL can help researchers resituate the SLA field: by shifting the explanatory burden from birth to history and experience; by focusing on the link between language input variables and learning success; and by analysing linguistic development as non-teleological and unfinished self-reference. Lourdes Ortega, in Chapter 2, ‘Ways forw ard for a bi/multilingual turn in SLA’, notes that usage-based linguistics (UBL) migh t b e of he lp s in ce i t is no t im po rta nt Ortega, Lourdes 2014 “Ways Forward for a Bi/Multilingual Turn in SLA.” In The Multilingual Turn in Languages Education: Opportunities and Challenges , ed. by Jean Conteh , and Gabriela Meier . 32–53.

32–53. Ortega, Lourdes.

Lourdes Ortega (born 1962) is a Spanish-born American linguist.She is currently a professor of applied linguistics at Georgetown University. Her research focuses on second language acquisition and second language writing. She is noted for her work …

2013-07-30 · Introducing the “Multilingual Turn” Stephen May . Ch. 1.

Finally, I argue that it is by reframing SLA as the study of late bi/multilingualism that the remarkable progress witnessed in the last 15 years will help the field reach new levels of transdisciplinary relevance as a contributor to the study of the ontogeny of human language and a source of knowledge in support of language education in the 21st century.

Ortega, lourdes. 2021. ways forward for a bi multilingual turn in sla

May, S. (Ed.) (2014). The multilingual turn: Implications for SLA, TESOL, and bilingual education.

Lourdes OrtegaTopic: Language education and SLA: The search for reciprocal relevanceEvent: The 4th PolySystemic Language and Education Ortega, Lourdes – Modern Language Journal, 2019 The Douglas Fir Group (2016) sought to articulate a transdisciplinary agenda for SLA but said little about multilingualism specifically.
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Ortega, Lourdes (2017). New CALL-SLA research interfaces for the 21st century: Towards equitable multilingualism.

Ortega, Lourdes (2013b). SLA for the 21st century: Disciplinary progress, transdisciplinary relevance, and the bi/multilingual turn. Ways forward for a bi/multilingual turn in SLA. In S. May, The multilingual turn: Implications for SLA, TESOL and bilingual education (pp. 32- 53).
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The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics 37(4), 474-494. May, S. (Ed.) (2014). The multilingual turn: Implications for SLA, TESOL, and bilingual education. Routledge. Ortega, L. (2014). Ways forward for a bi/multilingual turn in SLA.

32), following Han , describes as “grassroots multilingualism” to the SLA table, so to speak, or even just in the room. In a 2010 plenary at the annual conference of the American Association for Applied Linguistics, Lourdes Ortega proposed that researchers in the area of second language acquisition (SLA) consider Lourdes Ortega Understanding 10.9 SomecontributionsofCA-for-SLA 229 and Heidi Byrnes have also found their ways Lourdes Ortega.

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2. Ways Forward for a Bi/multilingual Turn in SLA Lourdes Ortega; Ch. 3. Moving beyond "lingualism": Multilingual embodiment and multimodality in SLA David Block; Ch. 4. Theorizing a Competence for Translingual Practice at the Contact Zone Suresh Canagarajah; Ch. 5. Identity, Literacy and the Multilingual Classroom Bonny Norton; Ch. 6.

Lourdes Ortega. Georgetown Ways forward for a bi/multilingual turn in SLA. L Ortega. The multilingual turn: Implications for SLA, TESOL and bilingual education Lourdes Ortega, in Chapter 2, ‘Ways forw ard for a bi/multilingual turn in SLA’, notes that usage-based linguistics (UBL) migh t be of help since it is not important 2.