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Mind & Context in Adult Second Language Acquisition: Methods, Theory, and Practice

reviewed by Joy Kreeft Peyton - April 14, 2006

coverTitle: Mind & Context in Adult Second Language Acquisition: Methods, Theory, and Practice
Author(s): Cristina Sanz (Ed.)
Publisher: Georgetown University Press, Washington, DC
ISBN: 1589010701, Pages: 332, Year: 2005
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This comprehensive and informative book is an excellent text for courses on language acquisition and is important reading for anyone interested in the processes of second language acquisition and the factors and experiences that influence it. Cristina Sanz states in the Introduction that the volume “seeks to provide, in one place, a coherent, well-structured picture of the latest research on processing approaches to SLA” (p. ix), and she and the chapter authors accomplish this goal. The topics covered, listed below, are widely discussed in the language acquisition field, and the chapter authors are leaders in the field on these topics. The material covered, and the exercises and additional readings provided, will be informative for students and researchers focused on acquisition of English as a second language of children and adults, as well as on acquisition of other foreign languages. The chapters are arranged in four parts: Language Acquisition Theory and... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: April 14, 2006
https://www.tcrecord.org ID Number: 12488, Date Accessed: 9/19/2021 10:05:45 PM

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About the Author
  • Joy Peyton
    Center for Applied Linguistics, Washington, DC
    E-mail Author
    JOY KREEFT PEYTON is Vice President of the Center for Applied Linguistics and Director of the Center for Adult English Language Acquisition in Washington, DC. She has studied the writing of hearing and deaf students learning English and the instructional practices of teachers seeking to improve students’ language acquisition and writing. She has served on the task force of the Teachers of English for Speakers of Other Languages (TESOL) to develop standards for program quality, which include instructional approaches to facilitate language acquisition. Her publications include Dialogue Journals in the Multilingual Classroom: Building Language Fluency and Writing Skills Through Written Interaction (1993, Ablex), “Collaborative Writing in Multiple Discourse Contexts (1995, Computer Supported Collaborative Work), Making English Accessible: Using Electronic Computer Networks for Interaction in the Classroom (1996, Gallaudet University), and Reading and Adult English Language Learners: A Review of the Research (2003, Center for Applied Linguistics).
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