CLER Conversation: Introducing multiparadigmatic SLA

Dr Thomas Hammond is currently Teaching Fellow in TESOL at the University of Leeds and recently passed his Viva at the University of Sheffield. His research background is in linguistics and second language acquisition, and his work explores how different theoretical frameworks and approaches can contribute towards insights for language education/pedagogy. 

Language and linguistics research, including that of second language acquisition (SLA), remains largely affected by the usage-based vs generative divide. This talk introduces an alternative ‘multiparadigmatic’ approach to SLA, which instead adopts concepts from both traditionally ‘competing' frameworks. Using longitudinal corpora, I show how this can be implemented in classroom-based SLA research, analysing data from L1 Spanish learners of L2 English and L1 English learners of L2 French. In doing so, I argue that a more comprehensive picture of second language development can be achieved than either paradigm could do independently. Possible implications of a multiparadigmatic approach for improved language pedagogy in instructed settings are also considered.