‘We’re just fillin’ in the blanks’

Access revisited

Authors

  • Elizabeth Platt Indiana University of Pennsylvania
  • Frank B. Brooks Indiana University of Pennsylvania

DOI:

https://doi.org/10.1558/japl.v3.i3.305

Keywords:

solving tasks, gestures, embodiment, swahili

Abstract

We propose an alternative view to the metaphor ‘access to the linguistic system’ for the study of early stage adult L2 learning, drawing on a sociocultural theoretic perspective and taking a microgenetic analytic approach to our data. We believe a reciprocal process called internalization/externalization aptly describes the performance of L2 learners during problem-solving tasks, and has explanatory potential for theory-building in L2 learning. Our data come from transcriptions of videotaped task performance by two of very early stage L2 Swahili learners. Our tasks required them to jointly identify the direction of Point B from Point A on a map of a fictitious East African village. They found the task very challenging, despite its conceptual simplicity. Our questions are: • What evidence exists of the internalization/externalization process cycle in carrying out the map tasks? • How does this cycle better capture the processes underlying learners’ task performance than the term access? We begin with an overview of the theoretical framework, then explain relevant concepts and describe the background, data collection and analysis. The findings section portrays the two learners’ performance in terms of ways they successfully enacted the task. The discussion and conclusions sections follow with implications for theory building in Second Language Learning.

Author Biographies

  • Elizabeth Platt, Indiana University of Pennsylvania

    Elizabeth Platt is Professor Emerita at Florida State University where she has recently come out of retirement to teach ESL courses to pre-service elementary teachers and teacher in service courses. She is also preparing FSU students to teach English to Rwandan teachers later this year. With colleagues at the University of Florida she has continued to publish articles and make presentations on policy regarding English Language Learners in Florida’s schools.

  • Frank B. Brooks, Indiana University of Pennsylvania

    Frank B. Brooks is Associate Professor in the Department of Spanish at Indiana University of Pennsylvania. His research has been published in various national and international journals such as Hispania, Modern Language Journal, Language Learning and Canadian Modern Language Review as well as in several edited volumes. He teaches beginning and intermediate Spanish as well as prepares students to be foreign language teachers.

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Published

2015-09-14

Issue

Section

Articles

How to Cite

Platt, E., & Brooks, F. B. (2015). ‘We’re just fillin’ in the blanks’: Access revisited. Journal of Applied Linguistics and Professional Practice, 3(3), 305-327. https://doi.org/10.1558/japl.v3.i3.305