The Good Language Learner metanarrative persists in sociocultural accounts by equating success with access to community conversations¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Even after SLA shifted from cognitive/personality traits to sociocultural perspectives, a metanarrative persists: contemporary sociocultural theory frames good language learners' success as relying on access to a variety of community conversations. → Chen 2016

Evidence¶

Chen 2016¶

Chen, J. (2016). Demonized Learners in Sociocultural Theory. Advances in Language and Literary Studies, 7(3), 168-177. https://doi.org/10.7575/aiac.alls.v.7n.3p.168

q1 · i? · theoretical · r2

Theoretical argument tracing the Good Language Learner construct from the 1980s onward: the author argues that although the field broke from modernist trait idealization, "any metanarrative, regardless of how multiple, varied and evolved, nevertheless persists to confine perspectives of GLLs."

"Contemporary sociocultural theory asserts that 'the success of good language learners [relies] on the basis of their access to a variety of conversations in their communities' (Norton, 2001, p. 310)."

Discussion¶

Related Claims¶

• Sociocultural SLA literature portrays learners who resist mainstream social interaction negatively, as 'nonparticipating' or having 'negative attitude' — related
• Within the CoP model, learners who do not progress toward the centre through nonparticipation are relegated to the fringes with invalidated identities — related
• Immersion and submersion programs differ socioculturally, communicating success versus failure to children — related
• Sociocultural learning theory holds that knowledge develops through engagement in social interaction with others, so English learners benefit from meaningful interaction with peers — related