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Navigating the language-learning classroom without previous schooling

A case study of Li
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Abstract

Drawing on understandings of classrooms as communities of practice and using analytic methods including conversation analysis, this paper describes the path of English language learning taken by an adult immigrant to the U.S. (‘Li’) who had no previous experience with formal education. Although standardized assessment measures indicated that Li did not make progress in her language acquisition during the 18 months of data collection, analysis of intensive video recordings of teacher-student and student-student interactions show how Li moves from peripheral to fuller participation as a member of the community of classroom participants and the community of English language users. Findings suggest that ‘participation’ rather than ‘acquisition’ is a more appropriate metaphor for understanding language learning in this situation.

Abstract

Drawing on understandings of classrooms as communities of practice and using analytic methods including conversation analysis, this paper describes the path of English language learning taken by an adult immigrant to the U.S. (‘Li’) who had no previous experience with formal education. Although standardized assessment measures indicated that Li did not make progress in her language acquisition during the 18 months of data collection, analysis of intensive video recordings of teacher-student and student-student interactions show how Li moves from peripheral to fuller participation as a member of the community of classroom participants and the community of English language users. Findings suggest that ‘participation’ rather than ‘acquisition’ is a more appropriate metaphor for understanding language learning in this situation.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction 1
  4. Language practice in dialogue
  5. The complex nature of Language-related Episodes 25
  6. Navigating the language-learning classroom without previous schooling 49
  7. Multimodality and coordinated participation in L2 interaction 79
  8. Learning culture and identities through dialogue
  9. ‘ Tú no eres española ’ 107
  10. Exploring the complex nature of language and culture through intercultural dialogue 139
  11. Multilingual Eurovision meets plurilingual YouTube 167
  12. Learning practices of communities
  13. Dialogic knowledge building in learning communities 195
  14. Artifacts, gestures and dispensable speech 221
  15. Changing frames in native speaker and learner talk 253
  16. Transnational, transcultural, translingual communities of practice in flux 287
  17. About the authors 307
  18. Index 311
Dialogue in Multilingual and Multimodal Communities
This chapter is in the book Dialogue in Multilingual and Multimodal Communities
https://doi.org/10.1075/ds.27.02hel

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction 1
  4. Language practice in dialogue
  5. The complex nature of Language-related Episodes 25
  6. Navigating the language-learning classroom without previous schooling 49
  7. Multimodality and coordinated participation in L2 interaction 79
  8. Learning culture and identities through dialogue
  9. ‘ Tú no eres española ’ 107
  10. Exploring the complex nature of language and culture through intercultural dialogue 139
  11. Multilingual Eurovision meets plurilingual YouTube 167
  12. Learning practices of communities
  13. Dialogic knowledge building in learning communities 195
  14. Artifacts, gestures and dispensable speech 221
  15. Changing frames in native speaker and learner talk 253
  16. Transnational, transcultural, translingual communities of practice in flux 287
  17. About the authors 307
  18. Index 311
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