Insights From the Nexus: Pedagogical Implications From a Systematic Review of Second Language Acquisition Interaction Research

• In Event: Transformative Pathways for English Learners: Connecting Research, Policy, and Classroom Practice

Abstract

Second Language Acquisition (SLA) is a complex area of study with two main camps of thought when it comes to language and interaction. The cognitive and sociocultural views of interaction have been referred to as a problematic dichotomy, which has sparked much debate for over two decades (Firth & Wagner, 1997). Yet a systematic review of the literature revealed that, in reality, researchers seldom operate solely in one camp, regardless of their stated framework or belief system. Pedagogically, the synthesis provided by this study demonstrates that teachers must come to understand second language acquisition from both cognitive and social perspectives and should adopt a more diverse and nuanced approach beyond traditional SLA.

Authors

• Stephanie M. Madison, Clemson University

• Mikel Walker Cole, University of Houston

• Guoyong Wu, Clemson University