Forging Common Ground in Second Language Acquisition and Teaching: A Combined Synergy Statement.

Marije Michel; Dwight Atkinson; Amable Custodio Ribeiro; Theodora Alexopoulou; Marco Cappellini; Søren Wind Eskildsen; Xuesong Gao; John Hellermann; Hayriye Kayi-Aydar; Wander Lowie; Jorge Andres Mejía-Laguna; Lourdes Ortega; Simona Pekarek Doehler; Miyuki Sasaki; Masatoshi Sato; Steven L. Thorne; Yongyan Zheng

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ERIC Number: EJ1460618

Record Type: Journal

Publication Date: 2025-Jan

Pages: 14

Abstractor: As Provided

ISBN: N/A

ISSN: ISSN-0026-7902

EISSN: EISSN-1540-4781

Available Date: 2025-02-19

Forging Common Ground in Second Language Acquisition and Teaching: A Combined Synergy Statement

Marije Michel¹; Dwight Atkinson²; Amable Custodio Ribeiro²; Theodora Alexopoulou³; Marco Cappellini⁴; Søren Wind Eskildsen⁵; Xuesong Gao⁶; John Hellermann⁷; Hayriye Kayi-Aydar²; Wander Lowie¹; Jorge Andres Mejía-Laguna⁸; Lourdes Ortega⁹; Simona Pekarek Doehler¹⁰; Miyuki Sasaki¹¹; Masatoshi Sato¹²; Steven L. Thorne^1,7; Yongyan Zheng¹³

Modern Language Journal, v109 suppl 1 p90-103 2025

In this final article in this guest-edited issue on synergies in second language acquisition and teaching (SLA/T), we attempt to bring together the main content of this issue in an overall, combined synergy statement, concluding this project as a whole. Let us remind readers of the project: A shared effort by 17 scholars taking 11 different perspectives on SLA/T is not the norm in our field. Our aim has been to promote the intermingling and cross-pollination of ideas, on the conviction that such efforts are needed to promote a field that is more than simply the sum of its parts, which are quite dispersed. In this article, we take up the challenge of synergizing the synergies. Taking into account the group synergy statements (Articles 2-4 of this guest-edited issue), we explore those areas where we find synergies, commensurabilities, and complementary insights based on cross-pollination among a collection of scholars representing diverse perspectives on SLA/T.

Descriptors: Second Language Learning, Language Acquisition, Second Language Instruction, Educational Research, Scholarship, Interdisciplinary Approach

Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: ¹Center for Language and Cognition Groningen, Faculty of Arts, University of Groningen, Groningen, The Netherlands; ²Second Language Acquisition and Teaching PhD Program, University of Arizona, Tucson, Arizona, USA; ³University of Cambridge, Cambridge, UK; ⁴Université Claude Bernard Lyon1 and Laboratoire ICAR (UMR 5191 CNRS), Lyon, France; ⁵Department of Design, Media and Educational Science, Faculty of Humanities, University of Southern Denmark, Kolding, Denmark; ⁶School of Education, University of New South Wales, Sydney, New South Wales, Australia; ⁷Department of World Languages and Literatures, Portland State University, Portland, Oregon, USA; ⁸School of Language Sciences, Universidad del Valle, Cali, Colombia; ⁹Department of Linguistics, Georgetown University, Washington, DC, USA; ¹⁰Center for Applied Linguistics, Institute of Language Sciences, FLSH, University of Neuchâtel, Neuchâtel, Switzerland; ¹¹Faculty of Education and Integrated Arts and Science, Waseda University, Shinjuku-ku, Tokyo, Japan; ¹²Department of English, Universidad Andres Bello, Santiago, Chile; ¹³College of Foreign Languages and Literature, Fudan University, Shanghai, China