Review of An advanced guide to multilingualism by Larissa Aronin

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2023-03-31 DOI:10.14746/ssllt.35760

D. Gabryś-Barker

引用次数: 0

Abstract

As a researcher in multilingualism and multilinguality, I always await any new publications by Larissa Aronin. They not only add to our understanding and knowledge of this fascinating field, but also inspire us to look into the various dimensions not yet explored by other researchers. A truly imaginative and inspiring mind, hers has been a significant contribution to models of multiple language acquisition, the theory of affordances (Singleton & Aronin, 2007), and the material culture of multilingualism, not to forget – what I consider to be her biggest and most fascinating area of research – dominant language constellations (Aronin & Vetter, 2021; Lo Bianco & Aronin, 2020,) and also, fairly recently and still at the developmental stage, the philosophy of multilingualism (Aronin & Politis, 2015).

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回顾Larissa Aronin的《多语言高级指南》

作为一名多语言和多语言研究人员，我一直在等待Larissa Aronin的任何新出版物。他们不仅增加了我们对这个迷人领域的理解和知识，而且还激励我们去探索其他研究人员尚未探索的各个维度。她是一个真正富有想象力和鼓舞人心的人，她对多语言习得模型、启示理论(Singleton & Aronin, 2007)和多语言的物质文化做出了重大贡献，不要忘记——我认为这是她最大和最迷人的研究领域——占主导地位的语言星座(Aronin & Vetter, 2021;Lo Bianco & Aronin, 2020)，以及最近仍处于发展阶段的多语言哲学(Aronin & Politis, 2015)。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.