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.

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

Lourdes Ortega is a Professor in the Department of Linguistics at Georgetown University. Her main area of research is in second language acquisition, particularly sociocognitive and educational dimensions in adult classroom settings. She is originally from southern Spain, where she also received her first degree in Spanish Philology. 2011-03-14 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 … This chapter examines the development of English negation through the diverse theoretical lenses that have been applied to this phenomenon over 40 years of interlanguage research. Depending on the theory, L2 learners are imagined to have different learning tasks: from traversing negation stages or adding negation strategies in a sequence, in the foundational years of the field, to learning 2008-11-28 Two-Way Immersion 101: Designing and Implementing a Two-Way Immersion Education Program at the Elementary Level.

Georgetown University - ‪‪Cited by 14705‬‬ - ‪Second Language Acquisition‬ Ways forward for a bi/multilingual turn in SLA. L Ortega. The multilingual turn: av N Abrahamsson · 2021 — On age effects versus bilingualism effects in second-language acquisition”. Språk och stil (Norrman & Bylund, 2016, Bylund m.fl. 2019, Bylund m.fl. 2021). Instrumen- Ortega, Lourdes, 2013: Ways forward for a bi/multilingual turn in SLA. Ortega, Lourdes, 2013: Ways forward for a bi/multilingual turn in SLA. I: The mul- tilingual turn. Implications for SLA, TESOL and bilingual education, red.

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.

SLA for the 21st century: Disciplinary progress, transdisciplinary relevance, and the bi/multilingual turn. Ortega, Lourdes – CALICO Journal, 2017 The majority of the world is multilingual, but inequitably multilingual, and much of the world is also technologized, but inequitably so. Thus, researchers in the fields of computer-assisted language learning (CALL) and second language acquisition (SLA) would profit from considering multilingualism and social justice when envisioning new CALL-SLA… Vergangene FRIAS-Aufenthalte. Aug. - Dez. 2010 CV. Lourdes Ortega has taught applied linguistics at the master’s and doctoral levels at Georgetown University, Georgia State University, Northern Arizona University, and presently at the University of Hawaii.

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.

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

SLA for the 21st century: Disciplinary progress, transdisciplinary relevance, and the bi/multilingual turn. This chapter examines the development of English negation through the diverse theoretical lenses that have been applied to this phenomenon over 40 years of interlanguage research.

Ortega, Lourdes (2013b).
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9. Santa Cruz, CA: University of California, Center for Research on Education, Diversity and Excellence. The project is designed to offer each student the scaffolded experience of a full cycle of research, involving the design of a study (e.g., a pilot, a replication, one element of a larger empirical study that is ongoing or to be carried out in the future), the collection and analysis of the data, and the writing up of the complete research report following academic conventions in the fields of way we do not send an equivocal message to stakeholders and practitioners that heritage bilingual Ortega, Lourdes.

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.
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The social and cultural turn in Applied Linguistics (Norton 2000; Block 2003; Lantolf and Thorne 2006), the bi- and multilingual turn in SLA (Cenoz and Gorter 2011; Canagarajah 2014; May 2014; Ortega 2014), the ascendancy of emergentist theories of language learning and use (Larsen-Freeman and Cameron 2008), the increased attention paid to historicity (Kramsch 2010; Freadman 2014

Theorizing a Competence for Translingual Practice at the Contact Zone Suresh Canagarajah Ch. 5. Identity, Literacy and the Multilingual Classroom Bonny Norton Ch. 6. John Norris and Lourdes Ortega first elucidate the value and practice of synthesis, and they challenge all members of the research community to adopt a “synthetic ethic”.

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Lourdes Ortega. Georgetown University Ways forward for a bi/multilingual turn in SLA. L Ortega. The multilingual turn: Implications for SLA, TESOL and bilingual

[15 authors: Atkinson, D., Byrnes, H., Doran, The Multilingual Turn: Implications For Sla, Tesol And Bilingual Education à prix bas : retrouvez tous les produits disponibles à l'achat sur Rakuten 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.

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.

Ways forward for a bi/multilingual turn in SLA. In Stephen May (Ed.), The multilingual turn: Implications for SLA, TESOL and bilingual education (pp. 32–53). London, United Kingdom: Routledge. Ortega, Lourdes (2017). New CALL-SLA research interfaces for the 21st century: Towards equitable multilingualism. Ortega, Lourdes (2013a).

She has mentored many master’s and doctoral students at GU but also previously at Georgia State University, Northern Arizona University, and the University of Hawai‘i at Mānoa.