Elaine E. Tarone Director of CARLA Elaine E. Tarone is the Director of the Center for Advanced Research on Language Acquisition (CARLA) and a Professor in the English as a Second Language Program at the University of Minnesota. Her research publications focus on the impact of social context on learner language and second language acquisition. She has published research on oral second-language processing by low-literacy learners, interlanguage variation, interaction in immersion classrooms, language play, and genre analysis. A member of the Academy of Distinguished Teachers, she is a recipient of the College of Liberal Arts Distinguished Teaching Award, and the Award for Outstanding Contributions to Postbaccalaureate, Graduate, and Professional Education. For copies of Dr. Tarone's publications visit the Faculty Expertise Database

Education

M.A., Ph.D. Speech Science; University of Washington, Seattle, 1972
(Interdisciplinary Program in Applied Linguistics)

Diploma, Applied Linguistics; Edinburgh University, Scotland, 1969

Secondary Teaching Credential in English & Spanish; University of California at Berkeley, 1967
B.A. English, Spanish; University of California at Berkeley, 1966
Phi Beta Kappa; Distinction in General Scholarship

Selected Publications

Tarone, E. (forthcoming). Social context and cognition in SLA: A variationist perspective. In Batsone (Ed.), Sociocognitive aspects in second language learning and teaching. Oxford: Oxford University Press.

Tarone, E. Bigelow, M. and Hansen, K. (in press). Literacy and second language oracy. Oxford: Oxford University Press.

Rau, D.V., Chang, H.A., and Tarone, E. (expected 2009). Think or sink: Chinese learners’ acquisition of the English voiceless interdental fricative. Language Learning.

Tarone, E. and Swirzbin, B. (expected 2009). Exploing learner language. Oxford: Oxford University Press.

Tarone, E. and Bigelow, M. (2007). Alphabetic print literacy and processing of oral corrective feedback in L2 interaction. In Mackey, A. (Ed.), Conversational interaction in second language acquisition: A series of empirical studies (pp. 101-121). Oxford: Oxford University Press.

Elaine Tarone. (2007). Sociolinguistic approaches to second language acquisition research, 1997-2007. Modern Language Journal, 91, 837-848.

Martha Bigelow, Bob DelMas, Kit Hansen, and Elaine Tarone. (2006). Literacy and the processing of oral recasts in SLA, TESOL Quarterly 40, 1-25.

Elaine Tarone. (2006). The language classroom: A co-production of all participants. In Ines Miller & Simon Gieve (Eds.), Directions in classroom language learning and teaching: A festschrift for Dick Allwright (pp. 163-174). New York: Palgrave Macmillan.

Elaine Tarone (2006). Fossilization, social context & language play. In ZhaoHong Han & Terence Odlin (Eds.), Perspectives on fossilization (pp. 157-172). Clevedon: Multilingual Matters.

Tarone, E. and Bigelow, M. (2005). Impact of literacy on oral language processing: Implications for SLA research, Annual Review of Applied Linguistics 25, 77-97

Bigelow, M. and Tarone, E. (2004). The role of literacy level in SLA: Doesn’t who we study determine what we know? TESOL Quarterly, 38(4), 689-700.

Tarone, E. (2002). Frequency effects, noticing, and creativity: Factors in a variationist interlanguage framework, Studies in Second Language Acquisition, 24, 287-296. (invited)

Broner, M and Tarone, E. (2001). Is it fun? Language play in a fifth grade Spanish immersion classroom, Modern Language Journal, 85, 363-379.

Tarone, E. (2000). Still wrestling with ‘context’ in interlanguage theory, Annual Review of Applied Linguistics, 20,182-198.