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In fact, there is a strong resonance between the psychological literature on situated learning and the models for learning suggested in the field of second language acquisition. Both involve initial extensive exposure to, or observation of, linguistic or other performance. For both, there needs to be collaborative engagement, between novices and experts, in authentic, meaningful tasks. Finally, common to both is a recognition of the complexity of what is learned, and the degree to which what is learned is learned through processes that are tacit where focal attention is fixed firmly elsewhere (Polanyi, 1964), and where the players all know far more than they can say. Similarly, Giddens (1984) pointed to the difference between discursive and practical consciousness-recognizing the degree to which some kinds of consciousness must remain beyond the realms of discursive formulation. It is not just metaphysics, but other areas of human experience that remain beyond the realm of explication, and ironically one of these areas seems to be verbal proficiency.