AbstractIn developing a theoretical foundation for language program articulation
the author argues that code choice practices be co-constructed by instructors and students as an integral part of the adult second language acquisition (SLA) and socialization process. A principled approach to classroom code choice is introduced and related to issues of vertical and horizontal language program articulation. This multilingual model derives from a rejection of the “monolingual native speaker” as the target toward which adult second language learners should strive, in favor of training them as multilingual,
intercultural speakers in their own right. Motivated also by the tenets
of critical applied linguistics, sociocultural and sociocognitive approaches to SLA, and the conceptualization of language as social semiotic, learners are granted a vital and ongoing role in co-constructing classroom code choice norms. This role is facilitated by a critical examination of codes, dynamic strategies instruction, and investigation of multilingual speech communities in the target culture(s). The model contributes to horizontal articulation in multi-section language courses by providing a unifying yet heterogeneous framework for code choice practices. It contributes to vertical articulation by treating the development and modification of code choice norms as a longterm,
multi-stage endeavor. This chapter concludes with consideration of the
implications of the multilingual model for language program articulation
and direction.
Works published here are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.