Theorizing the social In DFG (2016) and beyond.
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THEORIZING THE SOCIAL IN DFG (2016) AND BEYOND
Social dimensions of SLA, not surprisingly, are given considerable prominence in DFG (2016), with over 140 occurrences of the word social or its variants and derivatives. One reason for this emphasis, apart from converging theoretical perspectives depicted in that essay, is that DFG conceptualizes SLA in global, real-world multilingual educational contexts and not just in individual learners’ minds/brains. DFG is concerned with what language learning entails, from a number of disciplinary vantage points, and also with what educators, teacher educators, and policy makers should know and do in response to the issues and opportunities confronting society in the 21st century. These are decidedly socioeducational concerns.
pa help naman sa explain nito plssss
.
THEORIZING THE SOCIAL IN DFG (2016) AND BEYOND
Social dimensions of SLA, not surprisingly, are given considerable prominence in DFG (2016), with over 140 occurrences of the word social or its variants and derivatives. One reason for this emphasis, apart from converging theoretical perspectives depicted in that essay, is that DFG conceptualizes SLA in global, real-world multilingual educational contexts and not just in individual learners’ minds/brains. DFG is concerned with what language learning entails, from a number of disciplinary vantage points, and also with what educators, teacher educators, and policy makers should know and do in response to the issues and opportunities confronting society in the 21st century. These are decidedly socioeducational concerns.
pa help naman sa explain nito plssss
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