Literaturnachweis - Detailanzeige
| Autor/in | Cekaite, Asta |
|---|---|
| Titel | A Child's Development of Interactional Competence in a Swedish L2 Classroom. |
| Quelle | In: The modern language journal, 91 (2007) 1, S. 45-62 |
| Beigaben | Anhang |
| Sprache | englisch; schwedische Zitate |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0026-7902 |
| Schlagwörter | Empirische Forschung; Fallstudie; Langzeituntersuchung; Kind; Primarbereich; Interaktion; Immersion; Sprachkompetenz; Fremdsprachenunterricht; Zweitsprachenerwerbsforschung; Schwedischunterricht; Schweden |
| Abstract | The reported study explores a child's emergent second language (L2) interactional competence during her first year in a Swedish immersion classroom. Within the theoretical framework of situated learning, it focuses on how she acquires expertise in a specific classroom practice: multiparty classroom talk. The data cover three periods (the early, middle, and late phases) of her first school year. The methods adopted combine a microanalytic approach with ethnographic fieldwork analyses of L2 socialization within a classroom community. The analyses revealed systematic changes in the novice's interactional engagements. An interplay of language skills and turn-taking skills influenced her participation in multiparty talk during the three periods, casting her as (a) a silent child, (b) a noisy and loud child, and (c) a skillful student. These changes indicate that learning cannot be seen as the unilinear development of a single learner identity. It is argued that a detailed longitudinal analysis may provide important insights into the relationship between participation and L2 learning. Instead of unilinear development of a single learner identity, we may find different participation patterns linked to distinct language learning affordances over time. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/3 |
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