Hostname: page-component-78c5997874-v9fdk Total loading time: 0 Render date: 2024-11-05T21:46:17.122Z Has data issue: false hasContentIssue false
  • English
  • Français

MULTILINGUALISM, SECOND LANGUAGE LEARNING, AND GENDER. Aneta Pavlenko, Adrian Blackledge, Ingrid Piller, and Marya Teutsch-Dwyer (Eds.). Berlin: Mouton de Gruyter, 2001. Pp. xi + 356. $79.95 cloth, $29.95 paper.

Published online by Cambridge University Press:  05 February 2004

Janet Holmes
Janet Holmes
Affiliation:
Victoria University, Wellington
Get access Rights & Permissions [Opens in a new window]

Extract

In their introduction, Piller and Pavlenko claim that SLA research suffers from:

an almost ubiquitous gender-blindness due to the prevalence of psycholinguistic and Universal Grammar approaches … which assume a generic language user and disregard individual variation as “noise,” a distraction which cannot be avoided but which cannot in any way contribute to our understanding of the universal facts of SLA. (p. 3)

Type
BOOK REVIEWS
Information
Studies in Second Language Acquisition , Volume 26 , Issue 1 , March 2004 , pp. 125 - 126
Copyright
2004 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCE

Schmidt, R.W., & Frota, S. (1986). Developing basic conversational ability in a second language: A case study of an adult learner. In R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 237–326). Rowley, MA: Newbury House.