Inclusivity, friendship and language learning: boosting collaboration in interactive groups

Santiago-Garabieta, Maite; Zubiri-Esnaola, Harkaitz; García-Carrión, Rocío; Gairal‐Casadó, Regina

doi:10.1080/00131881.2023.2189433

Cited by 1 publication

(1 citation statement)

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“…One of the global challenges in education is to identify actions that enable all learners to be able to use the languages of instruction in school and to access the required content effectively, especially in multilingual contexts where a large proportion of pupils are enrolled in schools where the language of instruction is different from the home language (Santiago-Garabieta et al, 2021). The challenges are even greater when the language of instruction is a minority language because for many students, school is the only place where they can learn it, but also because they have to access and learn school content through that language (Santiago-Garabieta et al, 2023). Hence, participating in collaborative interactions, which has been proven to be an effective tool to foster academic achievement, can be an optimal learning context to address those challenges (Storch, 2002).…”

Section: The Present Studymentioning

confidence: 99%

Interactive Groups: Fostering Collaborative Interactions in an Additional Language in a Multilingual Context

Ugalde,

García-Carrión,

Intxausti-Intxausti

et al. 2023

RISE

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Research has shown that participating in collaborative interactions is essential both for language learning and for effective access to school content, which is even more important in multilingual contexts where a large proportion of students are in schools where the language of instruction is different from the language of the home context. However, research still needs to analyse further educational actions that succeed in generating collaborative interactions under these circumstances. This exploratory study analyses an educational action called Interactive Groups in a multilingual context in which Basque is the language of instruction and is the L2 for most pupils. Using the Communicative Methodology, twenty-one Interactive Groups were video recorded and analysed qualitatively and quantitatively. Two interviews were conducted with teachers, one with a volunteer, seven with students, and two focus groups with students. The results show that collaborative interactions in the target language prevail in these Interactive Groups, which is achieved because both the adult and the students generate a collective scaffolding that (a) encourages focusing on the academic task, (b) neutralises disruptive behaviours and (c) activates solidarity among students to overcome learning difficulties. The educational implications of the results are discussed.

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Section: The Present Studymentioning

confidence: 99%