12. How adolescents use social discourse to open space for language learning during peer interactions

2016 ◽  
pp. 319-348 ◽  
Author(s):  
Melinda Martin-Beltrán ◽  
Pei-Jie Chen ◽  
Natalia Guzman ◽  
Kayra Alvarado Merrills
Keyword(s):  
Language Learning ◽  
Open Space ◽  
Peer Interactions ◽  
Social Discourse

Language policies in play: Learning ecologies in multilingual preschool interactions among peers and teachers

Multilingua ◽  
2017 ◽  
Vol 36 (4) ◽  
Author(s):  
Asta Cekaite ◽  
Ann-Carita Evaldsson
Keyword(s):  
Language Learning ◽  
Social Relations ◽  
Peer Interactions ◽  
Peer Group ◽  
Minority Children ◽  
Group Interactions ◽  
Communicative Practices ◽  
A Site ◽  
Learning Ecology ◽  
Learning Ecologies

AbstractIn this study we argue that a focus on language learning ecologies, that is, situations for participation in various communicative practices, can shed light on the intricate processes through which minority children develop or are constrained from acquiring cultural and linguistic competencies (here, of a majority language). The analysis draws on a language socialization approach to examine the micro-level contexts of an immigrant child’s preschool interactions with peers and teachers, and the interplay between these and macro-level language and educational policies. It was found that, in contrast to institutional and curricular policy aspirations concerning the positive potentials of children’s play as a site associated with core learning affordances, the language learning ecology created in the multilingual peer group interactions was limited. Social relations in the peer group, the novice’s marginal social position, and the child’s rudimentary knowledge of the lingua franca, Swedish, precluded her from gaining access to shared peer play activities. The current study thus corroborates prior research showing that peer interactions in second language settings may pose a challenge to children who have not already achieved some competence in the majority language and that more support and interactions with the teachers can be useful.

English for Pre-Diploma MOOC

2020 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Iza Faradiba Mohammad Pate ◽  
Nora Harun ◽  
Nurul Ain Hasni
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Peer Interactions ◽  
Learning Experience ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Discussions ◽  
Effective Learning ◽  
Affective Filter

Over the years, there are numerous effective learning strategies suggested in the area of language learning which are having a clear motivation (Gardner and Lambert,1972; Krashen, 1982), low affective filter (Dulay and Burt, 1977; Krashen, 1988) and continuous language practice or drills (Gass and  Selinker,  2008).  On the contrary, conventional language lessons fail to address the gap in increasing learners’ motivation, overcoming anxiety during peer-to-peer interactions and discussion, which result in frustrations among the learners. In addition, an exorbitant number of students in a class makes it impossible for the instructor to focus on individual learners. English for Pre-Diploma MOOC helps to create fun and engaging learning experience for learners to increase their motivation in learning the language. It also facilitates the learners especially the introverts to discover and explore the language in a more interactive and less threatening setting. Furthermore, it attempts to promote critical thinking skills and knowledge of the world through the activities and online discussions. The extended activities in the MOOC elicit high order responses from the learners while the teaching module consists of appealing themes and interactive teaching videos that cater to the interest and unique individual learning styles. Some of the noticeable impacts on learners are they become more active and responsive as learning happens at any time, at their own pace and convenience. Moreover, they benefit from interactions with learners of various backgrounds and maturity levels. As a result, they become highly motivated, independent, critical and reliable learners of the language

Discourse processes underlying social competence in children with language learning disabilities

1997 ◽  
Vol 9 (1) ◽  
pp. 95-108 ◽  
Author(s):  
DENISE D. VALLANCE ◽  
MAXINE GALLANDER WINTRE
Keyword(s):  
At Risk ◽  
Social Competence ◽  
Language Learning ◽  
Learning Disability ◽  
Language Impairment ◽  
Figurative Language ◽  
Learning Disabled ◽  
Social Discourse ◽  
Discourse Skills ◽  
Language Learning Disability

Children with both a language impairment and a learning disability are at risk for poor social competence. Yet the processes that place these children at risk remain unclear. A developmental–organizational perspective was used to explore processes underlying risk for poor social competence among language learning disabled children. To this end, the relative influences of language learning disability and social discourse skills on social competence were examined in 50 language learning disabled (LLD) and 50 control (non-LLD) children aged 8–12 years. Findings indicated that social discourse skills mediated the relation between LLD status and children's social competence. Specifically, a domain of social discourse, figurative language, was the strongest mediator of the effect of LLD status on social competence. Additionally, differences were confirmed between the LLD and non-LLD group in two domains of social discourse, recreating sentences and figurative language, as well as social competence. Two other domains of social discourse, understanding ambiguous sentences and making inferences, did not discriminate the groups. The findings emphasize the importance of analyzing interrelations among domains to identify critical factors related to developmental outcomes.

scholarly journals English Language Learning-Based Open Space (ELLBOS) for young learners in the tourism area

2020 ◽  
Vol 3 (4) ◽  
pp. 145-149
Author(s):  
Nehru Pasoloran Pongsapan ◽  
Andi Anto Patak
Keyword(s):  
Language Learning ◽  
English Language ◽  
Open Space ◽  
English Language Teaching ◽  
English Language Learning ◽  
Young Learners ◽  
Speaking Skill ◽  
English Speaking ◽  
District Government ◽  
Learning English

This research aims to actualize the Tana Toraja district government program as an "English Speaking Area". This research also is subject to improve English communication skills for the young learners in Tana Toraja and produce English Language Learning-Based Open Space (ELLBOS) as a prototype of an English language teaching approach for young learners in the tourism area. The research applied the ADDIE research design consists of three cycles: preparation, implementation, and evaluation. This research found five issues: (1) participant reported that they are enthusiasm in English lessons; (2) the participants need to learn English; (3) the English-speaking skill is essential for students; (4) students revealed that are unhappy in learning English in the classroom; (5) students experienced peaceful learning atmosphere if learning English outside the classroom. This research recommends the significance of applying the English Language Learning-Based Open Space (ELLBOS) for young learners in the tourism area. It is good if the teacher does English learning outside the classroom with open space to feel free to explore their potency in learning English.

scholarly journals Cooperative Learning: Addressing implementation issues

2017 ◽  
Vol 12 (2) ◽  
pp. 101-113
Author(s):  
Willy A. Renandya ◽  
George M. Jacobs
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Equal Opportunity ◽  
Peer Interactions ◽  
Instruction Time ◽  
Language Classroom ◽  
Positive Interdependence ◽  
Individual Accountability

Although cooperative learning (CL) has been shown to be an effective method to increase students’ levels of engagement in the language classroom, not all teachers use it regularly. Some may not fully understand its theoretical rationales, some may not be aware of its potential language learning benefits and some may just feel that CL takes up too much of instruction time. In this paper, we first provide the key theoretical principles behind CL and discuss four such principles that research has shown to be essential. These are positive interdependence, maximum peer interactions, equal opportunity to participate and individual accountability. In the last part, which forms that bulk of this paper, we discuss common concerns teachers have about CL and offer practical suggestions of addressing them.

ETHNOMETHODOLOGY.Alain Coulon. Translated from French by Jacqueline Coulon and Jack Katz. Thousand Oaks, CA: Sage, 1995. Pp. 82. $9.50 paper, $21.50 cloth.

1997 ◽  
Vol 19 (3) ◽  
pp. 412-413
Author(s):  
Michal Zellermayer
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Language Use ◽  
Social Discourse ◽  
Motivation To Learn ◽  
Alternative Possibility ◽  
Social Scientists ◽  
Acquisition Process ◽  
Socially Constructed ◽  
Qualitative Research Methodology

Ethnomethodology is a qualitative research methodology developed as an alternative possibility for social scientists investigating the different ways in which reality is socially constructed. For theorists and researchers of language acquisition and language use in educational settings, ethnomethodology makes it possible to examine social discourse and participation structures in and out of school that are tied to success or failure in language learning. As Gumperz explains, with the help of ethnomethodology we study how knowledge is acquired, what role differences in home and ethnic background play in the acquisition process, and how the acquisition process interacts with evaluational progress and the child's motivation to learn.

Child visual discourse: The use of language, gestures, and vocalizations by deaf preschoolers1

2008 ◽  
Vol 39 (1) ◽  
pp. 9-18
Author(s):  
Piotr Tomaszewski
Keyword(s):  
Language Learning ◽  
Peer Interactions ◽  
Deaf Child ◽  
Free Play ◽  
Point Of View ◽  
Communicative Interaction ◽  
Visual Discourse ◽  
Hearing Parents ◽  
Conversational Skills ◽  
Deaf Parents

Child visual discourse: The use of language, gestures, and vocalizations by deaf preschoolers1 This exploratory study examined the linguistic activity and conversational skills of deaf preschoolers by observing child-child dyads in free-play situations. Deaf child of deaf parents - deaf child of deaf parents (DCDP-DCDP) pairs were compared with deaf child of hearing parents - deaf child of hearing parents (DCHP-DCHP) pairs. Children from the two groups were videotaped during dyadic peer interactions in a naturalistic play situation. The findings indicated that deaf children were able to engage in successful communicative interaction. However, statistically significant differences were found between the two groups of deaf preschoolers with regard to some categories of communicative behaviors from the point of view of sign and spoken languages (Polish Sign Language and Polish). For example, DCHP were found to be less actively than DCDP through using speech. The results of this study suggest that intervention efforts should be focused on improving the language learning environment by facilitating signing by the parents and increasing their skills in visual-gestural strategies.

scholarly journals Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance: A Review

2018 ◽  
Vol 9 (4) ◽  
pp. 143 ◽  
Author(s):  
Ngo Cong-Lem
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Peer Interactions ◽  
Project Based Learning ◽  
Web Based ◽  
Web 2.0 Technology ◽  
L2 Speaking ◽  
L2 Learners ◽  
Learning Management ◽  
Speaking Performance

The advent of Web 2.0 technology has afforded language educators more useful technology for English as a foreign language (EFL) teaching. This article reviewed 31 empirical studies investigating the employment of web-based technology to enhance EFL learners’ speaking performance. The findings indicated that overall, web-based language learning (WBLL) could be classified into five major groups: general websites providing linguistic inputs, blogging platforms, communication tools, project-based learning tools and learning management systems. While the available linguistic input online, e.g. web articles and videos, helped to enhance learners’ linguistic and background knowledge, other communication/chat tools facilitated peer interactions and collaborative learning. Audio- and video-based blogging provided convenient platforms for learners to practice their speaking through sharing their personal experiences. Moreover, Web 2.0 technology as a learning management system helped to create a ubiquitous learning environment, where L2 learners could engage in the language learning process without time and space constraints. WBLL was also found to reduce L2 learners’ learning anxiety while making them become more active, motivated language learners. In addition, the role of language instructor in web-based technology implementation was also found to be crucial, e.g. monitoring L2 learners’ learning progress and providing feedback. Further research, however, is warranted to address existing methodological drawbacks of previous studies by recruiting larger sample size, conducting long-term research and controlling for confounding factors, e.g. prior L2 speaking ability and technology usage experience.

scholarly journals Patterns of EFL Learners’ and Instructor’s Interactions in Asynchronous Group Discussions on Free Writing

10.28945/4143 ◽  
2018 ◽  
Vol 17 ◽  
pp. 505-526
Author(s):  
Mohammed Abdullah Alharbi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Peer Interaction ◽  
Peer Interactions ◽  
Group Discussions ◽  
Efl Learners ◽  
Online Interactions ◽  
Free Writing ◽  
Task Oriented

Aim/Purpose: The aim of the present study was to examine peer interactions and the instructor’s facilitation of online asynchronous group discussions on free writing among 20 learners of English as a foreign language (EFL) joining one Saudi university over one academic semester. The study also attempted to explore the views of the learners on the online interactions. Background: Peer interaction has been one of the interesting topics for research on the applications of computer mediated communication (CMC) tools among learners in different domains, including language learning and writing. However, most of the EFL classroom practices lack such peer interactions and are dominated by teacher-centered approaches. Moreover, although CMC tools serve as interactive platforms for online peer interaction, such interaction needs to be cultivated and maintained by instructors. Methodology: The study was conducted among 20 learners of English as a foreign language (EFL) in one Saudi university over one academic semester. The instructor of the writing course facilitated the asynchronous group discussions of free writing. The data was collected from (l) learners’ peer interactions, (2) instructor’s comments in the discussions and (3) learners’ follow-up individual interviews. A qualitative content analysis of online interactions and a thematic analysis of the students’ responses to the interview questions were performed. Contribution: The use of technology reported in this study maximizes the opportunities for teacher-learner and learner-learner interactions, which are restricted or almost lacking in the EFL writing classroom. The findings of the present study also contribute to previous research on learners’ peer interactions and instructors’ facilitation of asynchronous group discussions. More specifically, the study informs us of the role of peer interactions through asynchronous tools in language learning, including writing. It also highlights the role of instructors in facilitating asynchronous group discussions. Findings: The findings showed that the EFL learners posted 1702 comments distributed among eleven patterns in terms of its language functions: evaluation, problem identification, alterations, clarification, suggestion, justification, agreements and disagreements, comprehension check, procedural, error acknowledgement and others. Analysis of the foci of peer interactions illustrated that the learners engaged in task-oriented interactions: content, organization, purpose, grammar, vocabulary and spelling and punctuations and non-task-oriented interactions: task management and socialization. Based on the analysis of the instructor’s comments, the instructor played an important role in facilitating the group discussions as indicated through his various comments (n=852) on the learners’ discussions. Although the learners expressed their positive views on the role of peer interactions and learner-instructor interactions in enhancing language learning, including writing, grammar and even reading, some of them were challenged by the flow of online interactions, weak net connection and sensitivity to peer feedback. Recommendations for Practitioners: The findings of the study provide valuable recommendations to both learners and instructors who are interested in using asynchronous tools for language learning and, in particular, writing through interactions. The application of such tools is promising, and its value is maximized with instructor’s facilitation of peer interactions. Recommendation for Researchers: The study provides valuable insights into how peer interactions and instructor’s comments are both important when investigating asynchronous group discussions in EFL learning. Therefore, researchers should search this interesting research topic further to enrich our knowledge of it. Impact on Society: Since the study focuses on one country of the EFL context, it is expected to have an impact on the society, particularly university learners and instructors by raising their awareness of the role of technological applications in learning and teaching. Future Research: Future researchers should focus on how peer interactions are distributed among individual learners and how the instructor’s facilitation affects peer interactions in asynchronous group discussions over time.

Peer Interactions and Second Language Learning

2021 ◽  
pp. 99-116
Author(s):  
Michał B. Paradowski ◽  
Andrzej Jarynowski ◽  
Karolina Czopek ◽  
Magdalena Jelińska
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Peer Interactions
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