SLA Across Disciplinary Borders: Introduction to the Special Issue
SLA Across Disciplinary Borders: Introduction to the Special Issue
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跨越学科界限的 SLA：特刊简介
DOI：
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发表时间：
2019
期刊：
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通讯作者：
H. Byrnes
中科院分区：
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作者：
Patricia A. Duff;H. Byrnes
近年来，跨学科、多视角的第二语言习得研究引起了人们极大的兴趣，这些研究涉及多个尺度的多语言发展和使用：从宏观社会和意识形态到微观干扰，以及不同的时间和空间尺度。学者们分享了他们自己和其他人的不同亚专业和理论方向的见解，目标是在21世纪建立一个更全面，更复杂，更生态的语言学习和使用的理解-越来越关注少数民族学生及其语言和福祉以及社会正义问题。道格拉斯冷杉集团（DFG，2016）的文章，出现在本杂志的百年问题，并作为当前特刊的动力，就是这样一个合作的智力成果。本文的六篇主要文章的作者和特刊的共同编辑Heidi Byrnes是DFG的15位学者中的一员，他们在宾夕法尼亚州立大学举行的多次会议上，以及与俄勒冈州波特兰举行的美国应用语言学协会2014年会议一起，（在一个会议室里，并非巧合，命名为道格拉斯冷杉室），共同撰写了DFG（2016）文章，“多语言世界中的跨学科SLA框架”。(DFG而这本当前的散文集有着更长的社会和思想历史，部分可以追溯到一个
IN RECENT YEARS THERE HAS BEEN considerable interest in transdisciplinary, multiperspectival accounts of second language acquisition (SLA) that attend to multilingual development and use across multiple scales: from macro-societal and ideological ones to micro-interactional ones, and across different temporal and spatial scales. Scholars have shared insights from their own and others’ diverse subspecializations and theoretical orientations with the goal of constructing a more holistic, complex, ecological understanding of language learning and use in the 21st century—with a growing focus on minority students and their languages and well-being and issues of social justice. The Douglas Fir Group (DFG, 2016) article, which appeared in the centenary issue of this journal and served as the impetus for the current special issue, was one such collaborative intellectual effort. Authors of the six main articles here, and special issue co-editor Heidi Byrnes, were among the original group of 15 DFG scholars who, over a number of meetings held at the Pennsylvania State University and in conjunction with the American Association for Applied Linguistics 2014 conference in Portland, Oregon (in a meeting room, not coincidentally, named the Douglas Fir room), co-authored the DFG (2016) article, “A Transdisciplinary Framework for SLA in a Multilingual World.” (DFG and this current collection of essays had a much longer social and intellectual history, partly traced in a