EDSL 500 symposium

Our video symposium, Bridging Theory and Practice in SLA in Quebec and Beyond, explores how research on second language acquisition (SLA) can inform the decisions teachers make in real classrooms. We begin with a question that many language learners can relate to: why is it possible to understand a grammar rule in a textbook but struggle to use it naturally in conversation? This gap between knowing a language and being able to communicate with it serves as the starting point for our discussion. We examine how explicit and implicit learning contribute to language development, drawing on both cognitive and sociocultural perspectives. Cognitive approaches highlight the importance of attention, memory, processing, and practice, while sociocultural approaches emphasize interaction, collaboration, and the learning environment. Rather than treating these perspectives as competing explanations, we consider how they can complement each other in classroom teaching. We then connect these ideas to different teaching methods. Through the Grammar-Translation Method and the Direct Method, we explore contrasting approaches to language instruction. Skill Acquisition Theory helps explain how guided and repeated practice may support the progression from conscious knowledge toward more automatic language use. We also discuss task-based language teaching, where students negotiate meaning by asking for clarification, checking understanding, and working together. Corrective feedback is another important focus, as it can encourage learners to notice differences between what they say and the language they are trying to learn. Our discussion places particular emphasis on Québec’s multilingual classrooms, where students bring different linguistic backgrounds, proficiency levels, and identities. We consider why communicative competence matters more than simply achieving a native-like accent, and how teachers can balance learner independence with appropriate guidance and support. We also address the importance of linguistic diversity and belonging, recognizing that language learning is shaped by students’ experiences as well as classroom instruction. Ultimately, our project argues that there is no single teaching method that meets every learner’s needs. Effective SLA teaching requires flexibility, reflection, and a balance between explicit instruction and meaningful communication. By connecting theory to practical classroom situations, we hope to encourage educators to make informed, inclusive choices that support learners both in Québec and beyond.