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- Bjork-Willen, Polly
(författare)
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Routine Trouble : How Preschool Children Participate in Multilingual Instruction
- 2008
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Ingår i: APPLIED LINGUISTICS. - : Oxford University Press (OUP). - 0142-6001 .- 1477-450X. ; 29:4, s. 555-577
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines the turn-by-turn organization of social actions during educational activities at a multilingual preschool in Sweden. Specifically, it focuses on instructional exchanges within two commonplace activities: sharing time and Spanish group. The study builds on earlier research arguing that interactional routines facilitate childrens participation in social activities, and therefore promote language learning. Several instances of interactional trouble are identified and discussed in terms of the teachers elaboration of some routine features of these activities, resulting in a mismatch between the teachers local aims and the childrens projections of relevant next actions. The analysis further highlights a range of interactional means through which the participants act to come to terms with the trouble. These findings are discussed in terms of the participants local concerns as well as the childrens orientations to the routine features of preschool activities. Some educational implications are finally proposed on the basis of these findings.
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- Čekaitė, Asta, et al.
(författare)
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Language play, a collaborative resource in children’s L2 learning
- 2005
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Ingår i: Applied Linguistics. - : Oxford University Press. - 0142-6001 .- 1477-450X. ; 26:2, s. 169-191
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Tidskriftsartikel (refereegranskat)abstract
- Within communicative language teaching, ‘natural’language has had a privileged position, and a focus on formhas been seen as something inauthentic or as something thatis inconsequential for learning (for a critique, see Kramschand Sullivan 1996; Cook 1997). Yet in the present study of animmersion classroom, it was found that children with limitedL2 proficiency recurrently employed form-focused language playin spontaneous peer conversations. Our work involves a distinctfocus on multiparty talk, and it is shown how language playis, in many ways, a collaborative affair, initiated by the childrenthemselves. Playful mislabelings and puns often generated extendedrepair sequences that could be seen as informal ‘languagelessons’ focused on formal aspects of language. Simultaneously,shared laughter and shifting alignments between peers were centralaspects of the local politics of classroom life. The jokingwas quite rudimentary. Yet it included artful performance andcollaborative aestheticism, involving alliteration and otherforms of parallelisms, as well as code switching, laughing,and artful variations in pitch, volume and voice quality. Thepaper illustrates the need to integrate language play in modelsof L2 learning.
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- Cekaite, Asta, 1972-
(författare)
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Soliciting teacher attention in an L2 classroom: Affective displays, classroom artefacts, and embodied action
- 2009
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Ingår i: Applied Linguistics. - : Oxford University Press. - 0142-6001 .- 1477-450X. ; 30:1, s. 26-48
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores L2 novices’ ways of soliciting teacherattention, more specifically, their summonses. The data arebased on detailed analyses of video recordings in a Swedishlanguage immersion classroom. The analyses illuminate the lexicalshape of summonses in conjunction with prosody, body posture,gestures, and classroom artefacts. As demonstrated, a simplestructure of summoning provided a handy method for solicitingand establishing the teacher's attention, and facilitated thenovices’ participation in classroom activities from earlyon. Importantly, however, the local design of the summonseswas influenced by the competitive multiparty classroom setting.The analyses illustrate how the novices upgraded their summonsesby displaying a range of affective stances. Different aspectsof the students’ embodied actions were employed as waysof indexing affective stances, for example ‘tired’,‘resigned’, or ‘playful’, that in thelocal educational order created methods that invited the teacher'sattention and conversational uptake. These locally availableresources allowed children to upgrade their summonses and toindicate their communicative projects, in spite of their limitedSwedish (L2) resources. The findings are discussed in termsof their implications for understanding participation in L2classroom interactions as being a matter of delicately calibratedcollaborative accomplishments.
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