When the gate opens: The interaction between social and linguistic goals in child second language development

Philp, Jenefer; Duchesne, Susan

doi:10.1075/lllt.23.07phi

Cited by 38 publications

(19 citation statements)

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“…Even so, previous findings suggest that interacting with peers can be a particularly motivating context for practice and meaningful second language (L2) use for child learners (Bigelow & King, 2016;Butler & Zheng, 2014, 2015Mackey, Kanganas & Oliver, 2007;Mackey et al, 2003;Mackey, Oliver & Philp, 2006;Oliver, 1995Oliver, , 2000Pinter, 2007). This is also the linguistic space where child peers can provide each other with the type of input and feedback that is purported to be facilitative of L2 learning (Oliver, , 2009Philp & Duchesne, 2008;Wong-Fillmore, 1976).…”

Section: Benefits Of Communicative Peer Interactionmentioning

confidence: 99%

“…Despite the apparent utility of child peer interaction, these are by no means blanket effects and other aspects of interaction, including affiliation and social goals, may mediate its potential for learning (Philp, 2016;Philp & Duchesne, 2008;Tognini, Oliver & Philp, 2010).…”

Section: Social Interactionmentioning

confidence: 99%

“…That is, the potential of children's L2 peer interaction for language development is contingent on underlying social goals and on the relationships between the children, which in turn is situated in their language. Some even suggest that for younger children social goals can be more important than academic goals (Philp & Duchesne, 2008).…”

Section: Social Interactionmentioning

confidence: 99%

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Children working it out together: A comparison of younger and older learners collaborating in task based interaction

Oliver

Philp

Duchesne

2017

System

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This paper describes peer interaction among children with English as an Additional Language (EAL) in primary schools. Through linguistic analysis it provides an exploratory examination of the nature of their collaborations, how they work together and the ways they interact as they complete classroom task pair work. 42 children from two junior and two senior classes of intermediate level English from four EAL reception classrooms participated. Data comprised recordings and transcriptions of the interactions of 11 pairs of younger (5 -8 years) and 10 pairs of older (9 -12 years) children as they completed five tasks over two weeks.An analysis of the language used demonstrated variation in: (a) the way the children worked socially, enjoyment during task work, cooperating and achieving reciprocity, and how they resolved conflict when it occurred; (b) their task management and on-and off-task talk; (c) the language they used for learning, demonstrating their cognitive involvement, and; (d) their attention to content and linguistic aspects of the task. Differences were also observed to occur according to the age of the learners. Together the results from this study suggest the need to consider task based interaction beyond simply the linguistic and operational levels alone.

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Section: Benefits Of Communicative Peer Interactionmentioning

confidence: 99%

Section: Social Interactionmentioning

confidence: 99%

Section: Social Interactionmentioning

confidence: 99%

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Children working it out together: A comparison of younger and older learners collaborating in task based interaction

Oliver

Philp

Duchesne

2017

System

Self Cite

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“…Researchers have argued that interpersonal and contextual factors, perceived as micro-social factors (Saville-Troike & Barto 2017), can either facilitate or inhibit L2 learning through interaction. Various social factors, such as group composition (e.g., pair or small group) and interpersonal relationships between learners (e.g., familiarity, attitude, and shared linguistic or cultural background) have been shown to influence the degree to which L2 speakers engage in interactional processes, such as producing accurate language, providing and receiving feedback, attending to each other's corrections, and reformulating their non-targetlike forms (e.g., Philp & Duchesne 2008;Philp & Mackey 2010;Dobao 2014;Choi & Iwashita 2016;Poteau 2017). Additionally, social relations reflected through pair/group dynamics (Storch 2002;Storch & Aldosari 2012;Sato & Viveros 2016) and learners' positioning in interaction (Young & Tedick 2016) affect the quantity and quality of collaborative discussions about language form.…”

Section: Introductionmentioning

confidence: 99%

Eye gaze and L2 speakers’ responses to recasts: A systematic replication study of McDonough, Crowther, Kielstra and Trofimovich (2015)

McDonough¹,

Trofimovich²,

Dao

et al. 2018

Lang. Teach.

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To confirm the role of social factors in mediating cognitive processes, this systematic replication study seeks to extend the generalizability of an exploratory study (McDonough, Crowther, Kielstra & Trofimovich 2015) that reported a positive association between eye gaze and second language (L2) speakers’ responses to recasts. For this replication, L2 English speakers (N = 74) carried out communicative tasks with research assistants who provided recasts in response to non-targetlike forms while both interlocutors’ eye gaze behavior was tracked. Transcripts were analyzed for the occurrence of recasts in response to different error types, recast length, and L2 speaker responses. Eye gaze length for the research assistants (RAs) when producing the recast move and the L2 speaker when responding to the recast were obtained in seconds, and mutual gaze (i.e., simultaneous looking) was included as a binary eye gaze variable. A logistic regression model confirmed the findings of McDonough et al. (2015), with both L2 speaker and mutual eye gaze predictive of targetlike responses; however, the effect of L2 speaker's eye gaze duration was in the opposite direction as compared to the initial study. The implications are discussed in terms of understanding the role of eye gaze in face to face interaction.

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“…Analyses of children's L2 learning must therefore take into consideration the child-related characteristic features of social interaction and account for the social conditions, activities and interactions, 46 asta cekaite interests, and social or academic concerns of children as factors that contribute to the L2 learning opportunities created for children and that children seek out themselves. Drawing on work looking at children acquiring an L2, several studies (Philp & Duchene, 2008) discuss, in particular, the ways in which individuals may be motivated to learn an L2. They show that children are not passive recipients of adults' teaching; rather they are active in how they position themselves, approach, and interact with their peers and teachers (as social or learning partners).…”

Section: Introductionmentioning

confidence: 99%

What Makes a Child a Good Language Learner? Interactional Competence, Identity, and Immersion in a Swedish Classroom

Čekaitė¹

2017

Ann Rev Appl Linguist

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The research presented here is an examination of how child language novices (zero beginners) develop interactional competences and repertoires in a Swedish as a second language classroom. Two 7-year-old girls’ learning trajectories are the focus in a yearlong study of their second language (L2) development. The girls’ transition from highly repetitious and formulaic production to formally and semantically more diverse discourse is documented, along with a broadening of the girls’ classroom interactional repertoires. They initiated and took part in interactions with teachers and peers and participated in a growing range of classroom discursive activities. The longitudinal analysis also documents the differences in their two learning trajectories, particularly in terms of their L2 resources and pragmatic skills, as well as their identities as successful or unsuccessful language learners (as ascribed to them by the teachers). The study illustrates an intricate and synergistic, rather than unidirectional, relationship between these two child novice learners’ competences, L2 features, and identities.

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When the gate opens: The interaction between social and linguistic goals in child second language development

Cited by 38 publications

References 0 publications

Children working it out together: A comparison of younger and older learners collaborating in task based interaction

Children working it out together: A comparison of younger and older learners collaborating in task based interaction

Eye gaze and L2 speakers’ responses to recasts: A systematic replication study of McDonough, Crowther, Kielstra and Trofimovich (2015)

What Makes a Child a Good Language Learner? Interactional Competence, Identity, and Immersion in a Swedish Classroom

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