Linguistic Risk-Taking - A New Pedagogical Approach and a Research Program

Oct 15, 2026

Linguistic risk-taking describes learning situations where students are pushed beyond their comfort zone to use the target language in meaningful, authentic settings. The article proposes a combined pedagogical and research approach, reviewing linguistic risk from interdisciplinary perspectives and detailing the context, rationale, and development of an initiative at the University of Ottawa for French and English learning. Data from 554 participants, collected with a Linguistic Risk-Taking Passport, validate self-reported risk-taking patterns and include qualitative comments.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Introduction

Background

The Institutional Context and the Linguistic Risk-Taking Initiative

Linguistic Risk-Taking: A New Pedagogical Approach and a Research Program Nikolay Slavkov University of Ottawa Abstract Linguistic risks are situations in which learners are pushed out of their comfort zone to use the target language in meaningful and authentic settings. This article outlines a novel pedagogical and research approach to language learning through linguistic risk-taking. I review the construct of linguistic risk from interdisciplinary perspectives and describe the context, rationale, and development of an innovative initiative for supporting French and English language learning at the University of Ottawa, the largest bilingual (EnglishFrench) university in the world. Data from 554 participants collected through a Linguistic Risk-Taking Passport, a tool allowing learners to self-report risk-taking patterns, propose additional risks, and add qualitative comments are analyzed to validate the approach. Avenues for transformation of the tool into a digital app and its relevance to other contextsand other languages are also discussed. Résumé Les risques linguistiques sont des situations dans lesquelles les apprenants sont poussés à sortir de leur zone de confort afin d’utiliser la langue cible dans des contextes significatifset authentiques. Cet article présente une nouvelle approche de la pédagogie et de la recherche concernant l'apprentissage des langues par la prise de risques linguistiques. Nous examinons la notion de prise de risques linguistiques d'un point de vue interdisciplinaire et décrivons le contexte, la raison d'être et le développement d'une initiative innovante visant à soutenir l'apprentissage du français et de l'anglais à l'Université d'Ottawa, la plus grande université bilingue (français-anglais) du monde. Afin de valider notre approche, nous analysons les données recueillies auprès de 554 participants par le biais d'un passeport de prise de risques linguistiques. Cet outil permettant aux apprenants de rendre compte de leurs pratiques concernant la prise de risques, de proposer des risques supplémentaires et d'ajouter des commentaires qualitatifs. Nous discutons également des pistes pour la transformation de l'outil en une application numérique et de sa pertinence pour d'autres contextes et d'autres langues. Linguistic Risk-Taking: A New Pedagogical Approach and a Research Program Introduction The concept of linguistic risk-taking was discussed in the literature some four decades ago by Beebe (1983) , and research on it has continued to gather interest over the years (e.g., Cervantes, 2014; Dehbozorgi, 2012; Dewaele, 2012; Gass & Selinker, 2008 ; Karimi & Biria, 2017; among others) . Nonetheless, discussions of linguistic risktaking have been more sporadic and less extensive than the large body of literature dedicated to language identity, anxiety, Willingness to Communicate (WTC), and motivation, for instance. The purpose of this article is to augment the literature on linguistic risk-taking while relating it closely to other pedagogical, psychological, and social concepts and to theoretical frameworks. I will argue that linguistic risk-taking is both a useful construct and a pedagogical practice that offers broad appeal to language teachers, learners, and researchers in interesting and varied ways; thus, additional and sustained research on this topic is beneficial from theoretical, empirical, and practical perspectives. Linguistic risk-taking presents opportunities to face and overcome challenges in language learning and associate them with gains and enjoyment. The construct resonates with individuals who have experienced language learning and its common discomforts or anxieties (e.g., making errors, being misunderstood, misunderstanding others, being judged as not proficient enough against a native speaking-norm, feeling awkward about socialization in a new language, not being able to express ideas as easily or fluently in the target language, and so on) but who have also

FAQs

What does linguistic risk-taking mean in this article?

It refers to learning situations where students are encouraged to go beyond their comfort zone and use the target language in meaningful, authentic settings.

How is the Linguistic Risk-Taking Passport used?

Learners self-report risk-taking patterns, propose additional risks, and provide qualitative comments.

Where is the initiative developed and for which languages?

It is developed at the University of Ottawa to support French and English language learning.

Oct 15, 2026

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