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WHATS IN A NAME? THE QUEST
FOR A NEW SLA METAPHOR Vera Menezes (UFMG/CNPq)BRAZIL
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02"What's in a name? that which we call arose/ By any other name would smell as
sweet says Juliet to Romeo, trying to
persuade Romeo to abandon his surname.
Can we use the same reasoning to
abandon the acquisition metaphor?
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What is a metaphor?
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Metaphordefinition
A set of conceptual correspondences, or moretechnically, mappings, between two conceptualdomains, a source and a target (Lakoff andJohnson, 1980; Kveceses, 2002). The sourceis more physical and the target more abstract.
Ex. source: container
domain: mind
Thus the mind is a container
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Knowledge Transfer
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Knowledge building.
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Knowledge is socially
constructed
http://images.google.com.br/imgres?imgurl=http://visualrevenue.com/blog/uploaded_images/social-participation-inequality-758593.jpg&imgrefurl=http://a-informacao.blogspot.com/2007_11_01_archive.html&usg=__9T7FC6wHNPfQQOsICl_GDDpsrus=&h=330&w=440&sz=31&hl=pt-BR&start=23&um=1&itbs=1&tbnid=IDuZILhggcaBvM:&tbnh=95&tbnw=127&prev=/images%3Fq%3Dparticipation%26ndsp%3D20%26hl%3Dpt-BR%26rlz%3D1T4GZAZ_enBR323BR323%26sa%3DN%26start%3D20%26um%3D1http://images.google.com.br/imgres?imgurl=http://www.taxfive.de/picture/upload/home-en.jpg&imgrefurl=http://www.taxfive.de/index.php%3Fid%3D11,10,0,0,1,0&usg=__kKh381H83s3UxJUPntwgylmwidQ=&h=282&w=839&sz=117&hl=pt-BR&start=42&um=1&itbs=1&tbnid=Wq6QEqIfXio3iM:&tbnh=48&tbnw=144&prev=/images%3Fq%3Dknowledge%2Bbuilding%26ndsp%3D18%26hl%3Dpt-BR%26rlz%3D1T4GZAZ_enBR323BR323%26sa%3DN%26start%3D36%26um%3D1http://images.google.com.br/imgres?imgurl=http://api.ning.com/files/dfsW7SJA1N*G9MO901Ep7xojiOp34bVusHelVKvL6PG52rh2DYR-k2FN2e4tDveBY4GquIINtebSWJepQGm2SFFx5Qlux-6O/BusinessParticipation3x3.jpg&imgrefurl=http://community.greenerchattanooga.com/groups&usg=__VJXYa_tS8ccfDO8Kgh2JEYDNSEc=&h=1806&w=1800&sz=469&hl=pt-BR&start=242&um=1&itbs=1&tbnid=T0PHQHVZIQHdWM:&tbnh=150&tbnw=150&prev=/images%3Fq%3Dparticipation%26ndsp%3D20%26hl%3Dpt-BR%26rlz%3D1T4GZAZ_enBR323BR323%26sa%3DN%26start%3D240%26um%3D1http://images.google.com.br/imgres?imgurl=http://visualrevenue.com/blog/uploaded_images/social-participation-inequality-758593.jpg&imgrefurl=http://a-informacao.blogspot.com/2007_11_01_archive.html&usg=__9T7FC6wHNPfQQOsICl_GDDpsrus=&h=330&w=440&sz=31&hl=pt-BR&start=23&um=1&itbs=1&tbnid=IDuZILhggcaBvM:&tbnh=95&tbnw=127&prev=/images%3Fq%3Dparticipation%26ndsp%3D20%26hl%3Dpt-BR%26rlz%3D1T4GZAZ_enBR323BR323%26sa%3DN%26start%3D20%26um%3D1http://images.google.com.br/imgres?imgurl=http://youthforum.org/youthagenda/wp-content/uploads/2009/03/participation-1024x682.jpg&imgrefurl=http://www.youthagenda.eu/%3Fpage_id%3D25&usg=__D6yfTe1vtvvrRTbpVtOQSHyvpng=&h=682&w=1024&sz=153&hl=pt-BR&start=22&um=1&itbs=1&tbnid=1Vy9g6iWr25uJM:&tbnh=100&tbnw=150&prev=/images%3Fq%3Dparticipation%26ndsp%3D20%26hl%3Dpt-BR%26rlz%3D1T4GZAZ_enBR323BR323%26sa%3DN%26start%3D20%26um%3D1http://images.google.com.br/imgres?imgurl=http://www.hceye.org/metaphor-illustration.jpg&imgrefurl=http://www.hceye.org/InterfaceMetaphor.htm&usg=__anM4qflqPY9Q5w9KBm2PqAbPrvY=&h=322&w=320&sz=109&hl=pt-BR&start=59&um=1&itbs=1&tbnid=7eXEGx544inUrM:&tbnh=118&tbnw=117&prev=/images%3Fq%3Dparticipation%2Bmetaphor%26ndsp%3D20%26hl%3Dpt-BR%26rlz%3D1T4GZAZ_enBR323BR323%26sa%3DN%26start%3D40%26um%3D1 -
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Etymoloy of learn learn
O.E. leornian "to get knowledge, be cultivated," from P.Gmc. *liznojan (cf. O.Fris.lernia, O.H.G. lernen, Ger. lernen "to learn," Goth. lais "I know), with a basesense of "to follow or find the track," from PIE *leis- "track." Related to Ger. Gleis
"track," and to O.E. lst "sole of the foot" (see last (n.)). The transitive sense (Helearned me how to read), now vulgar, was acceptable from c.1200 until early19c., from O.E. lran "to teach" (cf. M.E. lere, Ger. lehren "to teach;" see lore),and is preserved in the adj. learned "having knowledge gained by study"(c.1340).(Oxford Dicionary of Etymology)
apprehend
late 14c., "to grasp in the mind," from L. apprehendere "to take hold of, grasp,
from ad-"to" + prehendere "to seize" (see prehensile). Metaphoric extension to
"seize with the mind" took place in L., and was the sole sense of cognate O.Fr.
aprendre (Mod.Fr. apprendre "to learn, to be informed about;" also cf.
apprentice). Original sense returned in Eng. in meaning "to seize in the name
of the law, arrest," recorded from 1540s, which use probably was taken
directly from Latin.
to acquire knowledge of or skill in by study, instruction, practice or experience. (Webster)
to gain knowledge of or skill in, by study, practice or being taught: ~ a foreign language
(Oxord)
http://www.etymonline.com/index.php?term=learnhttp://www.etymonline.com/index.php?term=lasthttp://www.etymonline.com/index.php?term=lorehttp://www.etymonline.com/index.php?term=apprehendhttp://www.etymonline.com/index.php?term=prehensilehttp://www.etymonline.com/index.php?term=apprenticehttp://www.etymonline.com/index.php?term=apprenticehttp://www.etymonline.com/index.php?term=prehensilehttp://www.etymonline.com/index.php?term=apprehendhttp://www.etymonline.com/index.php?term=lorehttp://www.etymonline.com/index.php?term=lasthttp://www.etymonline.com/index.php?term=learn -
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The concept of language
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Acquisition and participation
When a metaphor names a phenomenon it highlights one ofits aspects, but hides others. In the case of acquisition,language is conceived as a commodity, something thelearner (a recipient) acquires from the ones who possess it.Sfard (1998:5) tells us that [S]ince the dawn of civilization,
human learning is conceived of as an acquisition ofsomething and building on Lave and Wengers theory(1991), she proposes the participation metaphor (becomingmember of a community) to complement the acquisitionmetaphor (mind as recipient). Such a metaphor emphasizesthe sociocultural aspects of the phenomenon but neglects
the cognitive aspects.
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In the acquisition metaphor
language is conceptualized
as a commodity: reception,
acquisition, construction,
internalization, appropriation,
transmission, attainment,
development, accumulation,
grasp.
"turning into a part of a greater
whole, togetherness,
solidarity, and collaboration.
Learning as a process of
participation.
(Sfard, 1998:7)
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What are the learners metaphors?
A journey (sail new seas, travel
crazily, have a passport for the
globalized world; fly in an
unknown place)An adventure
To ride a bicycle
To discover the world
To open the windows/doors ofthe world
To dive into an unknown place
To overcome an obstacle
To enjoy an experience
To climb a ladder/ a
mountain
To build a multi-storey
building
To learn the commands of
a new software
To make connectionsTo acquire a powerful tool
To be part of a globalized
world
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We have to accept the fact that the
metaphors we use while theorizing
may be good enough to fit small areas,but none of them suffice to cover the
entire field. (Sfard, 1988:11)
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Is participation a metaphor? What is the source?
source: commodity
domain: language
Thus the language is a commodity
Acquisition metaphor: something (language) is acquired
Where is language in the participation metaphor?
I can say second language acquisition, but I cannot say secondlanguage participation.
Participation in which community?
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Language learning histories
Learners are aware that to learn a
language they must look for linguistic
social practices. So, participation is implicit
in their narratives, but language as acommodity is also present.
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SLA AS A COMPLEX SYSTEM
As pointed out by van Lier (1996:170), we can neitherclaim that learning is caused by environmental stimuli(the behaviourist position) nor that it is geneticallydetermined (the innatist position). Rather, learning is theresult of complex (and contingent) interactions between
individual and environment.
There is evidence to support the claim that SLA is a
Complex adaptive system due to its inherent ability to
adapt to different conditions present in both internal andexternal environments.
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A complex
model canaccommodate
apparently
opposed
elements in an
effort to explain
SLA.
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Automatic
habits
output
Neural
connections
Innate mental
structures
input
Sociocultural mediations
Identity/
Affiliation
interaction
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LANGUAGE
In this perspective, language must be understood as a non-
Linear dynamic system, made up of interrelated bio-cognitive,
sociocultural, historical and political elements, which enable us
to think and act in society. A language is not a static object,
but a system in constant movement and its interacting
elements influence and are influenced by each other. As
language is in evolution, so too is SLA and any change in a
subsystem can affect other elements in the network. It
develops through dynamic and constant interaction among the
subsystems, alternating moments of stability with moments ofturbulence.
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SLA AS A COMPLEX SYSTEM
SLA consists of a dynamic interaction among different
Individual and social factors put into movement by inner
and social processes. The random interaction among all
the elements of the acquisition system yields the changes
responsible for acquisition.
The rate of change is not predictable and varies according
to the nature of the interactions among all the elements of
the system. A live acquisition system is always in movementand never reaches equilibrium, although it undergoes periods
of more or less stability.
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In a complex perspective,
Emergence of a second languagemight be a good alternative.
BUT
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What's in a name? that which wecall acquisition or participation/ By
any other name would sound asinadequate.