‘The craft so long to lerne’: aspects of time in language learning

ABSTRACT

Time factors complexly, dynamically interact with each other and with other contextualized variables in language learning. The time-tied nature of language learning is captured in what I call the ‘time-prism,’ which is the central symbol of temporality in this paper. The facets of the prism discussed in this article are (1) language learners’ hope, agency, autonomy, and mindsets; (2) time as related to socioculturally mediated learning; (3) time as embodied in specific self-regulated task phases, complexity theory, and learning strategies; (4) diverse understandings of time perspectives (past, present, and future); (5) time, imagination, and motivation; and (6) time and emotions (affective time aspects).

KEYWORDS:

• Time
• mediation
• self-regulation
• past/present/future
• imagination
• emotion

Acknowledgments

Great thanks to (a) Sarah Mercer for her deep ideas, proddings, pushings, and friendship; (b) two very early, anonymous reviewers for useful comments; (c) Tammy Gregersen and Peter MacIntyre for abundant knowledge on nearly everything; and (d) Anne Feryok for her encouragement. The priceless help of many colleagues (and students) cannot be specifically accounted for here, but it has showed up on time, in time, over time, and at the perfect time and has led me along blessedly complex pathways. Thank you.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Dr Rebecca L. Oxford is an educational psychologist, applied linguist, teacher educator, researcher, author, and speaker. She published 14 books; edited 3 book series; wrote 260+ chapters and articles; and presented her work in 43 countries. She has a PhD in educational psychology and two degrees in languages. A Lifetime Achievement Award states, ‘Rebecca Oxford’s research on learning strategies has changed the way the world teaches languages.’ The University of Maryland, like other institutions, often honored her (Distinguished Scholar-Teacher Award, Innovation in Teaching with Technology Award, Building Learning with Technology Award, Outstanding Faculty Mentor Award, and four faculty fellowships). She worked as a research psychologist and language-and-culture specialist for the U.S. Army and Air Force, language teacher educator and associate dean for the University of Alabama, and psychology professor and program coordinator for Alabama A & M University. She had short-term appointments with the U.S. State Department (Russia, Cambodia, and Baltic States), the Fulbright Program, and two Chinese universities. In retirement, she teaches psychology and language teacher education, travels, and publishes poetry and research. Following her interest in time, she has close, collaborative relationships with the younger generations of SLA scholars and studies ‘third-age’ (post-retirement) teacher educators and learners.

Notes

1. Not all SRL models have three task phases. The model by Winne and Hadwin (2008) includes four phases of cognition as engaged with motivation. Many SRL models have time problems because they assume too much chronological linearity.

2. Boniwell (2011) found that people with balanced time perspectives scored in the top half of all three positive time perspectives, and in the bottom half on the present-fatalistic and past-negative perspectives.