Languaging: University Students Learn the Grammatical Concept of Voice in French

By M. Swain, Sharon Lapkin, Ibtissem Knouzi, Wataru Suzuki, Lindsay Brooks. 2009

294 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/2f561fed93ea73a6fc868c00a0e1128e6a883a8e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Gary Barkhuizen

In Developmental and Educational Psychology

1. K. Davin
2. Shulin Yu
3. Icy Lee
4. M. Swain
5. Richard Donato
6. Gary Barkhuizen
7. N. Storch
8. S. Loewen

In Language and Linguistics

1. Shulin Yu
2. Icy Lee
3. Richard Donato
4. K. Davin
5. M. Swain
6. Gary Barkhuizen
7. N. Storch
8. Hossein Nassaji

Citations in the corpus

• Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing (2013, background): “Through languaging, “the process of making meaning and shaping knowledge and experience through language” (Swain, 2006, p. 98) students are able to verbalize their thinking and transform “inner thoughts to external knowing” (Swain et al., 2009, p. 5).”
• The inseparability of cognition and emotion in second language learning (2011, background): “This last year, I began to think again about this dialogue because my research (e.g. Swain et al. 2009) has led me to think more and more about the role of private speech in learning in general, and in language learning, specifically.”
• Narrative Knowledging in TESOL (2011, background): “Taylor (2003), for example, says that ‘‘narrative studies is a broad field encompassing a range of theoretical assumptions and analytical approaches’’ (p.”
• Translanguaging: developing its conceptualisation and contextualisation (2012, unknown): ““Languaging” is regarded as the holistic process through which we gain understanding, make sense, communicate, and shape our knowledge and experience through language (Swain, Lapkin, Knouzi, Suzuki, & Brooks, 2009 ).”
• An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing (2014, background): “Together the findings suggest that through using L2 during peer feedback, students engage in ‘verbalization’ or ‘languaging’ (Swain, 2006; Swain & Lapkin, 2000; Swain et al., 2009) which benefit their language development.”