5. Collaborative dialogue in a two-way Spanish/English immersion classroom
-
Amy I. Young
Abstract
This chapter contributes to the field of language education by comparing peer interaction patterns during homogeneous and heterogeneous (based on language proficiency) small group work in a two-way immersion context. Using Vygotsky’s sociocultural theory as a theoretical framework, researchers analyzed 16 audio-recorded sessions of student Spanish interactions in a 5th grade (10 to 11 year-old students) two-way immersion classroom. Centered on four focal students, the study explored the relationship between group composition, student interaction, and collaborative dialogue. While homogeneous group work produced more collaborative dialogue, a micro discourse analysis using positioning theory, found student interactions were affected by expert and novice positioning leading to marginalization and silencing of less proficient students during heterogeneous group work. The study recommends ways teachers and students can facilitate collaborative interactions in two-way immersion contexts.
Abstract
This chapter contributes to the field of language education by comparing peer interaction patterns during homogeneous and heterogeneous (based on language proficiency) small group work in a two-way immersion context. Using Vygotsky’s sociocultural theory as a theoretical framework, researchers analyzed 16 audio-recorded sessions of student Spanish interactions in a 5th grade (10 to 11 year-old students) two-way immersion classroom. Centered on four focal students, the study explored the relationship between group composition, student interaction, and collaborative dialogue. While homogeneous group work produced more collaborative dialogue, a micro discourse analysis using positioning theory, found student interactions were affected by expert and novice positioning leading to marginalization and silencing of less proficient students during heterogeneous group work. The study recommends ways teachers and students can facilitate collaborative interactions in two-way immersion contexts.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Acknowledgement of reviewers vii
-
Introduction
- Understanding peer interaction 1
-
Section I: Interactional patterns and learner characteristics
- 1. Peer interaction and learning 33
- 2. Peer interaction and metacognitive instruction in the EFL classroom 63
- 3. Interaction or collaboration? Group dynamics in the foreign language classroom 91
- 4. Interactional behaviours of low-proficiency learners in small group work 113
- 5. Collaborative dialogue in a two-way Spanish/English immersion classroom 135
-
Section II: Tasks and interactional modalities
- 6. Peer interaction in F2F and CMC contexts 163
- 7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality 185
- 8. Engagement with the language 209
- 9. EFL task-based interaction 241
- 10. A focus on mode 267
- 11. Small-group meta-analytic talk and Spanish L2 development 291
-
Section III: Learning settings
- 12. How adolescents use social discourse to open space for language learning during peer interactions 319
- 13. Peer interaction while learning to read in a new language 349
-
Epilogue
- New pathways in researching interaction 377
- Index 397
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Acknowledgement of reviewers vii
-
Introduction
- Understanding peer interaction 1
-
Section I: Interactional patterns and learner characteristics
- 1. Peer interaction and learning 33
- 2. Peer interaction and metacognitive instruction in the EFL classroom 63
- 3. Interaction or collaboration? Group dynamics in the foreign language classroom 91
- 4. Interactional behaviours of low-proficiency learners in small group work 113
- 5. Collaborative dialogue in a two-way Spanish/English immersion classroom 135
-
Section II: Tasks and interactional modalities
- 6. Peer interaction in F2F and CMC contexts 163
- 7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality 185
- 8. Engagement with the language 209
- 9. EFL task-based interaction 241
- 10. A focus on mode 267
- 11. Small-group meta-analytic talk and Spanish L2 development 291
-
Section III: Learning settings
- 12. How adolescents use social discourse to open space for language learning during peer interactions 319
- 13. Peer interaction while learning to read in a new language 349
-
Epilogue
- New pathways in researching interaction 377
- Index 397
