There is now a growing consensus among second language (L2) scholars and teachers that L2 instruction should equip learners with the ability to use the target language in a variety of social settings (see Lemmerich, Reference Lemmerich2010). Proposing to explore the ways in which the findings from the field of (variationist) sociolinguistics are of importance to L2 learning and teaching, this book is indeed timely.
The book is divided into three main sections. Each chapter within these sections includes a review of the relevant background concepts, suggestions for further reading, and comprehension/application questions. The first section, subdivided into three chapters, introduces key principles of variationist sociolinguistics and some important elements of L2 acquisition. In the first chapter, Geeslin and Long define sociolinguistic competence, explain its contribution to L2 learners’ overall communicative competence, and introduce a limited number of concepts that are known to play a role in SLA (e.g., input, metalinguistic knowledge, etc.); the rationale for selecting the particular concepts discussed is, however, unclear. The reader is then presented with a very clear introduction to sociolinguistic variation (Chapter 2) and stylistic variation (Chapter 3); these concepts are clearly illustrated through examples taken from different languages.
The first part of the second section introduces a selected number of approaches to SLA. Chapter 4 focuses on seven social approaches that place great importance on the contextual and social forces that impact L2 development. Chapter 5 presents four examples that are considered to be cognitive approaches—that is, approaches that view SLA first and foremost as a mental activity. Chapter 6 explores how the variationist approach can be applied to L2 learning. A major omission from this review is mainstream psycholinguistic SLA models, hypotheses, and theories (e.g., noticing hypothesis, skill-learning theories). The transition between Sections 1 and 2 would have been more effective for the reader if a representative sample of current SLA theories had been introduced and if the focus of these chapters had targeted the potential of different SLA approaches to contribute to our understanding of the development of productive and receptive knowledge of sociolinguistic variation.
The second part of Section 2 is devoted to empirical research tracking the development of L2 learners’ sociolinguistic competence. Chapter 7 concentrates on instructed L2 learners, and study abroad participants are the focus of Chapter 8. Important factors to be considered when discussing the development of sociolinguistic competence are highlighted (e.g., individual differences, effect of [dialect] exposure).
The last section of the book examines the implications of the findings from research on sociolinguistic variation for L2 learning and teaching. Chapter 9 discusses critical issues related to the norm(s) and standard to be adopted in L2 classrooms and how the selection of appropriate sociolinguistic target(s) is tightly connected to the context in which L2 learning is taking place. In Chapter 10, Geeslin and Long intend to suggest how to integrate sociolinguistic variation in formal instructed L2 settings. They propose the use of authentic materials but do not offer concrete ideas as to what type of instruction is most beneficial to address sociolinguistic variation. In other words, the authors do convincingly demonstrate that languages are dynamic and heterogeneous and should be treated as such in L2 classrooms; however, they do not completely succeed in demonstrating how SLA can inform the design of pedagogical interventions that target sociolinguistic variation phenomena. Evidence that this can be achieved can be found in empirical work adopting both psycholinguistic and sociocultural perspectives (Blanchet & Kennedy, Reference Blanchet and Kennedy2014; Lemmerich, Reference Lemmerich2010; Lyster, Reference Lyster1994; van Compernolle, Reference van Compernolle2010). Specifically, these researchers have proposed pedagogical treatments that have been shown to be effective at increasing productive and receptive sociolinguistic knowledge.
Although this volume does contain some shortcomings with respect to current SLA theories, it nevertheless provides invaluable information about variationist sociolinguistics. It will thus be of interest to pre- and in-service teachers as well as graduate students who wish to apply these insights to the teaching of sociolinguistic variation (and SLA researchers?).
