Second Language Learning: Issues in Research and Teaching

Authored by: Amado M. Padilla

Handbook of Educational Psychology

Print publication date:  May  2006
Online publication date:  November  2012

Print ISBN: 9780805849370
eBook ISBN: 9780203874790
Adobe ISBN: 9781135283520

10.4324/9780203874790.ch24

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Abstract

Although a very large proportion of the world’s population speaks two (or more) languages, the psychological study of language has mostly been confined to monolingual. Typically, courses in second language learning are offered in applied linguistics programs, and few psychology students ever have the opportunity to avail themselves of such classes. This lack of knowledge of the psychological implications of second language learning also runs deep among faculty members who teach and conduct research in the area of educational psychology Interestingly, most of us have studied a second language either in high school or as undergraduates, but few have developed a specialized interest in the intricacies of learning a second language, much less doing research in second language learning. Thus, researchers who work on the margins of psychology, linguistics, psycholinguistics, and education (Hakuta, 1986; Hamers & Blanc, 2000; McLaughlin, 1984,1985; Rivers, 1964) produce most second language learning research of a psychological nature. It is possible to examine this research from a variety of disciplinary perspectives and to extrapolate its relevance to practitioners in teaching English as a second language, bilingual education, and foreign language education.

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