Usage-inspired L2 instruction

Some reflections and a heuristic

Andrea E. Tyler | Georgetown University

Lourdes Ortega | Georgetown University

The work gathered in this collection suggests that usage-inspired second language (L2) instruction is beginning to take hold in instructed second language acquisition (SLA) and has a bright future as a researched pedagogy in support of adult L2 learning and multilingualism. In this closing chapter, we offer our personal reflections on the study of usage-inspired L2 instruction as a new research domain within instructed SLA. We also propose four broad criteria by which one might be able to judge the degree to which a particular instructional proposal is usage-inspired, related to meaningfulness, contextualization, prior knowledge, and learning goals and mechanisms.

Published online: 13 February 2018
https://doi.org/10.1075/lllt.49.14tyl

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Cited by

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Morton, Tom

2020. Afterword: SFL, theoretical pluralism and content and language integration at the levels of curriculum, pedagogy and assessment. International Journal of Bilingual Education and Bilingualism ► pp. 1 ff.

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