liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Turn-taking and learner identity during the first year in an L2 classroom: A novice’s changing patterns of participation
Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0003-4580-3002
2006 (English)In: Article in journal (Refereed) Submitted
Place, publisher, year, edition, pages
2006.
National Category
Humanities
Identifiers
URN: urn:nbn:se:liu:diva-13991OAI: oai:DiVA.org:liu-13991DiVA: diva2:22398
Available from: 2006-09-20 Created: 2006-09-20 Last updated: 2015-06-02
In thesis
1. Getting started: Children’s participation and language learning in an L2 classroom
Open this publication in new window or tab >>Getting started: Children’s participation and language learning in an L2 classroom
2006 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Komma igång : Barns deltagande och språkligt lärande i en förberedelseklass
Abstract [sv]

Denna avhandling handlar om en förberedelseklass med elever (7-10 år) som har ett annat hemspråk än svenska (arabiska, kurdiska, thailändska). Utifrån empiri som samlats in genom videoinspelningar och observationer under ett års tid i en förberedelseklass studeras elevernas deltagande och språkinlärning i det dagliga klassrumsarbetet. I studien kombineras språksocialisationsteorier med en konversationsanalytisk ansats som bygger på detaljerade transkriptioner och analyser av interaktionen. Mer specifikt studeras elevernas kommunikativa praktiker såsom de utvecklas i klassrummets interaktionella ekologi och på ett sätt som situerar elevernas svenska språkutveckling inom ramen för deras konkreta klassrumserfarenheter. Tre återkommande kommunikativa praktiker identifieras och analyseras ingående: (1) påkallande av uppmärksamhet; (2) självselektioner till talturer i flerpartsamtal; (3) språklek och metapragmatisk lek.

Resultaten presenteras i fyra studier. Den första artikeln fokuserar på hur eleverna påkallar lärarens uppmärksamhet under individuellt arbete. Studien visar hur de uppgraderar sina försök att försäkra sig om lärarens uppmärksamhet genom att använda både verbala och icke-verbala resurser, inklusive affektiva markeringar och klassrumsartefakter. I den andra studien analyseras elevernas självselektioner i lärarledda samtal ur ett longitudinellt perspektiv. I artikeln framkommer hur deltagandet i dessa aktiviteter är intimt relaterat till språkliga och interaktionella kompetenser med konsekvenser för elevens ’identitet’ i klassrumsgemenskapen. I den tredje studien utforskas barnens metapragmatiska lekar. Studien visar hur de skapar skämtsamma episoder i vilka de överträder lokala normer för språkbruk. I den fjärde studien analyseras slutligen barnens spontana språklekar, vilka kan ta formen av egeninitierade ’språklektioner’, ett gemensamt utforskande av språklig form och mening, som även innefattar något av ett offentligt framträdande för kamratgruppen.

Sammantaget, visar studierna olika aspekter av informellt lärande i ett klassrum och lyfter fram praktiker som hitintills ofta förbigåtts i forskning om andraspråkslärande.

Abstract [en]

The present thesis investigates L2 learners’ participation and language learning in a Swedish immersion classroom (ages 7-10). The data consist of video recordings and observations of classroom (and recess) activities, during one school year. Methodologically, the present thesis combines insights from language socialization with detailed transcriptions and analysis, inspired by conversation analytic approaches. More specifically, the learners’ communicative practices are studied as they emerge in the interactional ecology of a specific classroom, situating Swedish language (L2) development within the concrete classroom experiences of the learner. Three communicative practices were recurrently identified in the children’s classroom repertoires: (i) summonses; (ii) self-selections; (iii) language play, including metapragmatic play.

The findings are documented in four studies. The first article focuses on how L2 novices solicit the teacher’s attention during individual seatwork. It illustrates how the novices upgraded their attempts to secure the teacher’s attention by employing multimodally structured summons turns, involving affective stances and displays of classroom artefacts. In the second study, an L2 novice’s self-selections in teacher-fronted (conversational) activities are analysed in a longitudinal perspective, showing how participation in such activities was related to language, and interactional skills, that were consequential for ‘learner’ identity in the classroom community. The third study explores the children’s metapragmatic play and demonstrates how they created joking episodes, involving transgressions from local classroom norms. Finally, the fourth study analyses children’s spontaneous form-focused language play. It demonstrates that such playful episodes and transgressions from ‘correct’ language form recurrently evolved into spontaneous peer-run ‘language lessons’; a form of aesthetic explorations of language form and meaning, involving multiparty public performances.

As a whole, the present studies illuminate different aspects of informal learning in language classrooms, highlighting practices that have largely escaped systematic attention in much prior work on second language acquisition.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2006. 67 + studies 1-4 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 350
Keyword
language classroom, language learning, second language acquisition, social interaction, language socialization, peer group, affective stances, language play, socialt samspel, språksocialisation, kamratgruppen, språklig lek, affektiva uttryck, förberedelseklass, andraspråksinlärning
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:liu:diva-7389 (URN)91-85523-90-9 (ISBN)
Public defence
2006-05-05, Hörsal 1, Key, Campus Valla, Linköpings universitet, Linköping, 13:15 (English)
Opponent
Supervisors
Available from: 2006-09-20 Created: 2006-09-20 Last updated: 2015-06-02Bibliographically approved

Open Access in DiVA

No full text

Other links

Link to Ph.D. thesis

Authority records BETA

Čekaitė, Asta

Search in DiVA

By author/editor
Čekaitė, Asta
By organisation
Department of Child StudiesFaculty of Arts and Sciences
Humanities

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 306 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf