Garfield, SLA gold medalist: Examining the investments of an exceptional US language learner/hyperpolyglot
The Challenge What inspires a man to study 65 languages? Hyperpolyglots are mysteries, but do they hold insights for our understanding and practice of second language education? A veteran, US intelligence officer, and now an adjunct instructor, Garfield has seemingly done it all with the language sk...
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| Veröffentlicht in: | Foreign language annals 2022-12, Vol.55 (4), p.1043-1062 |
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| container_title | Foreign language annals |
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| creator | Anderson, Roger W. |
| description | The Challenge
What inspires a man to study 65 languages? Hyperpolyglots are mysteries, but do they hold insights for our understanding and practice of second language education? A veteran, US intelligence officer, and now an adjunct instructor, Garfield has seemingly done it all with the language skills he acquired. His story of resilience will inspire learners and instructors.
Garfield is an exceptional language learner and US polyglot. This oral history project explores his trajectory from a childhood coma to knowing 15 languages. It examines his investment in his second language acquisition (SLA), a concept comprising identity, ideology, and capital (Darvin & Norton, 2015). Qualitative content analyses of 10 h of recorded, transcribed audio data produced themes for each component. It was found that Garfield's principal identities were those involving his “passion languages” and his perceived need to prove himself. Important ideologies were a service orientation, a “living languages” SLA approach, and deference to serendipity. Factors impacting Garfield's access to capital were trajectory‐changing individuals, bureaucratic obstacles, and the scarcity of available encounters with the foreign. Pedagogical implications include a reappraisal of polyglots, a recognition of learners' subjective experiences and emerging identities during SLA, and an emphasis on developing learners' willingness to communicate alongside intercultural and global competences. |
| doi_str_mv | 10.1111/flan.12652 |
| format | Article |
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What inspires a man to study 65 languages? Hyperpolyglots are mysteries, but do they hold insights for our understanding and practice of second language education? A veteran, US intelligence officer, and now an adjunct instructor, Garfield has seemingly done it all with the language skills he acquired. His story of resilience will inspire learners and instructors.
Garfield is an exceptional language learner and US polyglot. This oral history project explores his trajectory from a childhood coma to knowing 15 languages. It examines his investment in his second language acquisition (SLA), a concept comprising identity, ideology, and capital (Darvin & Norton, 2015). Qualitative content analyses of 10 h of recorded, transcribed audio data produced themes for each component. It was found that Garfield's principal identities were those involving his “passion languages” and his perceived need to prove himself. Important ideologies were a service orientation, a “living languages” SLA approach, and deference to serendipity. Factors impacting Garfield's access to capital were trajectory‐changing individuals, bureaucratic obstacles, and the scarcity of available encounters with the foreign. Pedagogical implications include a reappraisal of polyglots, a recognition of learners' subjective experiences and emerging identities during SLA, and an emphasis on developing learners' willingness to communicate alongside intercultural and global competences.</description><identifier>ISSN: 0015-718X</identifier><identifier>EISSN: 1944-9720</identifier><identifier>DOI: 10.1111/flan.12652</identifier><language>eng</language><publisher>Alexandria: Wiley</publisher><subject>affective factors ; Autobiographies ; Barriers ; beliefs ; Child Development ; Cultural Awareness ; Cultural Pluralism ; Definitions ; Global Approach ; Greek ; identity ; Ideology ; intercultural awareness and competence ; Intercultural Communication ; Language acquisition ; Language Aptitude ; Language Attitudes ; Language ideologies ; Literary Genres ; Literature Reviews ; Monolingualism ; Motivation ; Multilingualism ; Native Language ; Neurological Impairments ; Oral History ; Second Language Instruction ; Second Language Learning ; Second Languages ; Self Concept ; Social Capital ; Student Motivation ; Teacher Characteristics ; Teaching Methods ; Willingness to communicate</subject><ispartof>Foreign language annals, 2022-12, Vol.55 (4), p.1043-1062</ispartof><rights>2022 American Council on the Teaching of Foreign Languages.</rights><rights>Copyright American Council on the Teaching of Foreign Languages Winter 2022</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c2532-6cd27fccc6f0df1914abfbb0423d74a6663ffe9145fae44d6cfe56b311e7c213</citedby><cites>FETCH-LOGICAL-c2532-6cd27fccc6f0df1914abfbb0423d74a6663ffe9145fae44d6cfe56b311e7c213</cites><orcidid>0000-0001-5077-4539</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fflan.12652$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fflan.12652$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,45574,45575</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1359876$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Anderson, Roger W.</creatorcontrib><title>Garfield, SLA gold medalist: Examining the investments of an exceptional US language learner/hyperpolyglot</title><title>Foreign language annals</title><description>The Challenge
What inspires a man to study 65 languages? Hyperpolyglots are mysteries, but do they hold insights for our understanding and practice of second language education? A veteran, US intelligence officer, and now an adjunct instructor, Garfield has seemingly done it all with the language skills he acquired. His story of resilience will inspire learners and instructors.
Garfield is an exceptional language learner and US polyglot. This oral history project explores his trajectory from a childhood coma to knowing 15 languages. It examines his investment in his second language acquisition (SLA), a concept comprising identity, ideology, and capital (Darvin & Norton, 2015). Qualitative content analyses of 10 h of recorded, transcribed audio data produced themes for each component. It was found that Garfield's principal identities were those involving his “passion languages” and his perceived need to prove himself. Important ideologies were a service orientation, a “living languages” SLA approach, and deference to serendipity. Factors impacting Garfield's access to capital were trajectory‐changing individuals, bureaucratic obstacles, and the scarcity of available encounters with the foreign. Pedagogical implications include a reappraisal of polyglots, a recognition of learners' subjective experiences and emerging identities during SLA, and an emphasis on developing learners' willingness to communicate alongside intercultural and global competences.</description><subject>affective factors</subject><subject>Autobiographies</subject><subject>Barriers</subject><subject>beliefs</subject><subject>Child Development</subject><subject>Cultural Awareness</subject><subject>Cultural Pluralism</subject><subject>Definitions</subject><subject>Global Approach</subject><subject>Greek</subject><subject>identity</subject><subject>Ideology</subject><subject>intercultural awareness and competence</subject><subject>Intercultural Communication</subject><subject>Language acquisition</subject><subject>Language Aptitude</subject><subject>Language Attitudes</subject><subject>Language ideologies</subject><subject>Literary Genres</subject><subject>Literature 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medalist: Examining the investments of an exceptional US language learner/hyperpolyglot</title><author>Anderson, Roger W.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2532-6cd27fccc6f0df1914abfbb0423d74a6663ffe9145fae44d6cfe56b311e7c213</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>affective factors</topic><topic>Autobiographies</topic><topic>Barriers</topic><topic>beliefs</topic><topic>Child Development</topic><topic>Cultural Awareness</topic><topic>Cultural Pluralism</topic><topic>Definitions</topic><topic>Global Approach</topic><topic>Greek</topic><topic>identity</topic><topic>Ideology</topic><topic>intercultural awareness and competence</topic><topic>Intercultural Communication</topic><topic>Language acquisition</topic><topic>Language Aptitude</topic><topic>Language Attitudes</topic><topic>Language ideologies</topic><topic>Literary 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Roger W.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1359876</ericid><atitle>Garfield, SLA gold medalist: Examining the investments of an exceptional US language learner/hyperpolyglot</atitle><jtitle>Foreign language annals</jtitle><date>2022-12-01</date><risdate>2022</risdate><volume>55</volume><issue>4</issue><spage>1043</spage><epage>1062</epage><pages>1043-1062</pages><issn>0015-718X</issn><eissn>1944-9720</eissn><abstract>The Challenge
What inspires a man to study 65 languages? Hyperpolyglots are mysteries, but do they hold insights for our understanding and practice of second language education? A veteran, US intelligence officer, and now an adjunct instructor, Garfield has seemingly done it all with the language skills he acquired. His story of resilience will inspire learners and instructors.
Garfield is an exceptional language learner and US polyglot. This oral history project explores his trajectory from a childhood coma to knowing 15 languages. It examines his investment in his second language acquisition (SLA), a concept comprising identity, ideology, and capital (Darvin & Norton, 2015). Qualitative content analyses of 10 h of recorded, transcribed audio data produced themes for each component. It was found that Garfield's principal identities were those involving his “passion languages” and his perceived need to prove himself. Important ideologies were a service orientation, a “living languages” SLA approach, and deference to serendipity. Factors impacting Garfield's access to capital were trajectory‐changing individuals, bureaucratic obstacles, and the scarcity of available encounters with the foreign. Pedagogical implications include a reappraisal of polyglots, a recognition of learners' subjective experiences and emerging identities during SLA, and an emphasis on developing learners' willingness to communicate alongside intercultural and global competences.</abstract><cop>Alexandria</cop><pub>Wiley</pub><doi>10.1111/flan.12652</doi><tpages>20</tpages><orcidid>https://orcid.org/0000-0001-5077-4539</orcidid></addata></record> |
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| ispartof | Foreign language annals, 2022-12, Vol.55 (4), p.1043-1062 |
| issn | 0015-718X 1944-9720 |
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| subjects | affective factors Autobiographies Barriers beliefs Child Development Cultural Awareness Cultural Pluralism Definitions Global Approach Greek identity Ideology intercultural awareness and competence Intercultural Communication Language acquisition Language Aptitude Language Attitudes Language ideologies Literary Genres Literature Reviews Monolingualism Motivation Multilingualism Native Language Neurological Impairments Oral History Second Language Instruction Second Language Learning Second Languages Self Concept Social Capital Student Motivation Teacher Characteristics Teaching Methods Willingness to communicate |
| title | Garfield, SLA gold medalist: Examining the investments of an exceptional US language learner/hyperpolyglot |
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