Professor Emerita, School of Education; Professor Emerita, Department of Linguistics, College of Literature, Science, and the Arts; Research Scientist Emerita, English Language Institute
Diane Larsen-Freeman received her PhD in linguistics from the University of Michigan. Following appointments at UCLA and the Graduate SIT Institute (where she remains affiliated as distinguished senior faculty fellow), she returned to the University of Michigan in January 2002 to direct the English Language Institute for six years. She is currently a research scientist emerita at the English Language Institute, as well as a professor of education emerita, a professor of linguistics emerita, and a faculty associate of the Center for the Study of Complex Systems at Michigan. Larsen-Freeman has made presentations in sixty-five countries around the world and is the author of eight books. She was the editor of the journal Language Learning for five years.
Larsen-Freeman focuses her research and interests on attempting to understand the process of second language acquisition. She also researches English grammar. She regards English grammar not only as a set of structural patterns, but also as an important resource for making meaning and for adapting language appropriately to the communicative context. In addition, she has found that chaos/complexity theory provides new insights into language, its acquisition, and its use. She sees all three as complex, non-linear, dynamic processes. Such a perspective has contributed to her dynamic view of language, which she has applied to teaching grammar, or “grammaring” as she calls it. The approach also acknowledges the individual paths that students chart to second language success and views teaching as fundamentally a process of managing learning.
Diane-Larsen Freeman retired as of December 31, 2012. Since then, she has been a Visiting Senior Fellow in the Educational Linguistics Division of the Graduate School of Education, University of Pennsylvania.
Larsen-Freeman, D. (In preparation). World Englishes and second language development. In P. De Costa and K. Bolton (Eds.). World Englishes (Special Issue).
Larsen-Freeman, D. (In progress). Complexity theory: The lessons continue. In L. Ortega & Z.-H. Han (Eds.), Complexity Theory and Language Development: In Celebration of Diane Larsen-Freeman. Amsterdam and Philadelphia: John Benjamins.
Larsen-Freeman, D. (In progress). Shifting metaphors: From computer input to ecological affordances to adaptation. In Proceedings from the IATEFL 50th Anniversary Conference, Birmingham.
Nguyen, H., & Larsen-Freeman, D. (In progress). Task-based language teaching and complexity theory. In M. Ahmadian and M. Del Pilar Garcia Mayo (Eds.),Recent Trends in Classroom-based Learning and Teaching. De Gruyter Mouton.
Larsen-Freeman, D. (In progress). Resonances: Second language development and language planning and policy from a complexity theory perspective. In F. Hult, T. Kupisch, and M. Siiner (Eds.), Bridging Language Acquisition and Language Policy. Springer.
Larsen-Freeman, D. (In progress). New challenges for task repetition from complex dynamic systems. In M. Bygate (Ed.), Task Repetition. Amsterdam and Philadelphia: John Benjamins.
Larsen-Freeman, D. (In progress). Complexity and ELF. In J. Jenkins, W. Baker and M. Dewey (Eds.), The Routledge Handbook on English as a Lingua Franca. Routledge.
Larsen-Freeman, D. (In production). Just learning. Language Teaching: Surveys and Studies.
Larsen-Freeman, D. (2016). Complexity and ELF: A matter of nonteleology. In M.-L. Pitzl and R. Osimk-Teasdale, (Eds.), English as a Lingua Franca: Perspectives and prospects. Contributions in Honour of Barbara Seidlhofer (pp. 139−146). De Gruyter Mouton.
Larsen-Freeman, D. (2016). (an author in) The Douglas Fir Group.. A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(S1), 19–47.
Larsen-Freeman, D., & Tedick, D. J. (2016). World language teaching: Thinking differently. In D. Gitomer and C. Bell (Eds.), Handbook of Research on Teaching. 5th edition. American Educational Research Association, 1335-1387.
Larsen-Freeman, D. (2016). A successful union: Linking ELF with CAS. In L. Lopriore and E. Grazzi (Eds.), Intercultural Communication: New Perspectives from ELF (pp. 15-29). Rome: Roma Tres Press.
Larsen-Freeman, D. & Celce-Murcia, M. (2015). The Grammar Book: Form, Meaning and Use for English Language Teachers, 3rd edition. Boston: National Geographic Learning/Cengage.
Larsen-Freeman, D. (2015). Research into practice: Grammar learning and teaching. Language Teaching, 48(2), 263-280. Cambridge University Press.
Larsen-Freeman, D. (2015). Ten Lessons from CDST: What is on offer. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational Dynamics in Language Learning. Multilingual Matters, 11-19.
Larsen-Freeman, D. (2015). Complexity theory. In B. VanPatten & J. Williams (Eds.), Theories in Second Language Acquisition, 2nd edition. Routledge, 227-244..
Larsen-Freeman, D. (2014). It's about time. Perspectives. Modern Language Journal 98(2), 665-666.
Larsen-Freeman, D. (2014). Another step to be taken: Rethinking the endpoint of the interlanguage continuum. In Z.-H. Han & E. Tarone (Eds.), Interlanguage: Forty Years Later. Amsterdam: John Benjamins, 203-220.
Larsen-Freeman, D. (2014). Saying what we mean: Making the case for second language acquisition to become second language development. Language Teaching/ FirstView Article / April 2014, pp. 1-15.
Larsen-Freeman, D. (2014). Teaching grammar. In M. Celce-Murcia, D. Brinton, & M.A. Snow (Eds.), Teaching English as a Second or Foreign Language (4th ed.) National Geographic Learning/Cengage, 256-270.
Larsen-Freeman, D. (2013). Complex, dynamic systems and technemes. In J. Arnold Morgan and T. Murphey (Eds.), Meaningful Action: Earl Stevick's Influence on Language Teaching. Cambridge University Press.
Larsen-Freeman, D. (2013). A promising combination: Complexity theory, design-based research, and CALL. CALICO Book Series, Volume 11, May 2013.
Larsen-Freeman, D. (2013). Transfer of learning transformed. Language Learning, Volume 63, Special Issue, 107-129.