‘Co-constructing’ Explicit L2 Knowledge with High School Spanish Learners through Guided Induction

Toth, Paul D.; Wagner, Elvis; Moranski, Kara

doi:10.1093/applin/ams049

Cited by 36 publications

(49 citation statements)

References 35 publications

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“….specified there we go. Alberto: Eh, yeah Jose: When the verb is specified it follows the verb but when it's not it like follows the direct object again Alberto: Sounds good. (Toth et al, 2013, p. 294) …”

Section: Engagement At the Level Of Task Engagementmentioning

confidence: 98%

“…Whereas this example involves a focus on content, in Example 3, among adolescent foreign language learners of Spanish (Toth, Wagner, & Moranski, 2013) the focus of engagement is on language itself as the students try to work out the underlying rules governing the use of inchoative se in a report of an earthquake and storm in Spanish. Example 3 Alberto: If the direct object is itself you would use, you would use se Jose: Well it's, eh, like the same thing as last time.…”

Section: Engagement At the Level Of Task Engagementmentioning

confidence: 99%

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Exploring Engagement in Tasks in the Language Classroom

Philp¹,

Duchesne²

2016

Ann Rev Appl Linguist

413

311

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This article explores how learners engage in tasks in the context of language classrooms. We describe engagement as a multidimensional construct that includes cognitive, behavioral, social, and emotional dimensions of engagement among second and foreign language learners in the classroom. We discuss key concepts and indicators of engagement in current research on task-based interaction and outline some of the issues in researching engagement in this context. AbstractThis article explores how learners engage in tasks in the context of language classrooms. We describe engagement as a multidimensional construct that includes cognitive, behavioral, social, and emotional dimensions of engagement among second and foreign language learners in the classroom. We discuss key concepts and indicators of engagement in current research on task-based interaction and outline some of the issues in researching engagement in this context.

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Section: Engagement At the Level Of Task Engagementmentioning

confidence: 98%

Section: Engagement At the Level Of Task Engagementmentioning

confidence: 99%

Exploring Engagement in Tasks in the Language Classroom

Philp¹,

Duchesne²

2016

Ann Rev Appl Linguist

413

311

View full text Add to dashboard Cite

show abstract

“…However, a large body of research in fact suggests that metalinguistic knowledge has a reliable, although indirect, effect on learning outcomes. This effect is sensitive to the complexity of target structures, the nature of the information provided, and the context of its application within communicative activity (DeKeyser & Prieto‐Botana, ; Leow, ; Toth, Wagner, & Moranski, ). Lest babies be thrown out with the bathwater, explicit information about how the language works and the structures and procedures we need to accomplish goals ought not to be banished from the classroom.…”

Section: What We Know About Language Learningmentioning

confidence: 99%

Why haven't we solved instructed SLA? A sociocognitive account

Toth

Moranski

2018

Foreign Language Annals

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Translating current principles of language learning into effective classroom practice requires a nuanced understanding of the cognitive and social factors that shape how learners engage in instructional activity. In this paper, we identify four principles that represent a current theoretical consensus in the field, which we hope will guide practitioners as they assess their work: (1) All language use is purposeful, but not all language use is meaningful; (2) we learn by doing; (3) metalinguistic knowledge (still) matters; and (4) social contexts co‐construct development. We then critique a common assumption that teachers can seamlessly implement pedagogical recommendations from available professional development opportunities and materials. Although the methods and techniques proposed through professional development may provide examples for implementation, only a deep personal understanding of principles can inform how they are most effectively realized in any local context. It is therefore the responsibility of teacher education and professional development providers to better articulate justifications for their recommendations and explore flexible adaptations in their application. It is also incumbent on researchers and theorists to better understand the realities of practitioners so that the principles they espouse will translate more readily into meaningful recommendations for practice.

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“…Finally, for the third of us, they suggested power relations that otherwise went critically unanalyzed. Still, we all had a similar underlying concern: The dominant/passive dichotomy did not capture the nuance of some of the interactions we coded as such.11 There have been studies on peer interaction in high-school contexts (e.g.,Toth, Wagner, & Moranski, 2013), yet these focus on second-and foreign-language learners, not HLLs.…”

mentioning

confidence: 99%

“I Know There's Something Like That in Spanish”: Heritage Language Learners' Multifaceted Interactions with Linguistically Diverse Peers

Martin‐Beltrán

García

Montoya‐Ávila

2020

Int J App Linguistics

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This study contributes to research on heritage language learners (HLLs) and peer interaction by exploring the nature of the interactions between HLLs and their linguistically diverse peers, who may defy traditionally discrete language learner categories. Grounded in sociocultural theory, we analyzed video‐recorded peer interactions during Spanish/English literacy activities in an extracurricular, bilingual secondary program. We found that students' interaction patterns and perceived expertise may shift with different interlocutors and language‐related episodes (LREs). Our findings call for future research to refine the conceptual framing and theorizing of peer interactions, especially involving HLLs across an array of peer groupings. We offer implications for educators mediating peer collaboration and incorporating HLLs' multifaceted linguistic expertise to enhance learning opportunities for diverse learners.

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‘Co-constructing’ Explicit L2 Knowledge with High School Spanish Learners through Guided Induction

Cited by 36 publications

References 35 publications

Exploring Engagement in Tasks in the Language Classroom

Exploring Engagement in Tasks in the Language Classroom

Why haven't we solved instructed SLA? A sociocognitive account

“I Know There's Something Like That in Spanish”: Heritage Language Learners' Multifaceted Interactions with Linguistically Diverse Peers

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