12. How adolescents use social discourse to open space for language learning during peer interactions
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Melinda Martin-Beltrán
Abstract
This chapter investigates how adolescents learning English and Spanish mediated two-way language learning opportunities during their interactions in a language exchange program in one high school. Drawing upon sociocultural theory and interactional ethnography, we examined moment-to-moment discourse to identify language-related episodes (LREs) and discursive moves of social inquiry, solidarity, and support. Findings revealed how adolescent peers mediated each other’s learning using relationship-building discourse. This chapter contributes to interactional research in SLA by revealing how students construct comity in their interactions with peers, and how their discourse may afford opportunities for co-construction of knowledge and second language learning. We consider the pedagogical implications of recognizing social discourse as a tool to expand language learning among peers.
Abstract
This chapter investigates how adolescents learning English and Spanish mediated two-way language learning opportunities during their interactions in a language exchange program in one high school. Drawing upon sociocultural theory and interactional ethnography, we examined moment-to-moment discourse to identify language-related episodes (LREs) and discursive moves of social inquiry, solidarity, and support. Findings revealed how adolescent peers mediated each other’s learning using relationship-building discourse. This chapter contributes to interactional research in SLA by revealing how students construct comity in their interactions with peers, and how their discourse may afford opportunities for co-construction of knowledge and second language learning. We consider the pedagogical implications of recognizing social discourse as a tool to expand language learning among peers.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Acknowledgement of reviewers vii
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Introduction
- Understanding peer interaction 1
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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
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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
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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
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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
