A child's development of interactional competence in a Swedish L2 classroom
2007 (English)In: The Modern language journal, ISSN 0026-7902, E-ISSN 1540-4781, Vol. 91, no 1, 45-62 p.Article in journal (Refereed) Published
This 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. © 2007 The Modern Language Journal.
Place, publisher, year, edition, pages
2007. Vol. 91, no 1, 45-62 p.
L2 learning, communicative competence, interactional competence, child L2 learning
Social Sciences Interdisciplinary
IdentifiersURN: urn:nbn:se:liu:diva-39020DOI: 10.1111/j.1540-4781.2007.00509.xLocal ID: 46430OAI: oai:DiVA.org:liu-39020DiVA: diva2:259869