Who's Holding El Marcador? Peer Linguistic Mediation Gone Awry in a Dual Language Classroom

Autor/in	Lucero, Audrey
Titel	Who's Holding El Marcador? Peer Linguistic Mediation Gone Awry in a Dual Language Classroom
Quelle	In: Journal of Language, Identity, and Education, 14 (2015) 4, S.219-236 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2015.1070571
Schlagwörter	Second Language Learning; Bilingualism; Spanish; Elementary School Students; Grade 1; Peer Relationship; Bilingual Education Programs; English (Second Language); Language Minorities; Cultural Education; Language Dominance; Units of Study; Native Speakers; Classroom Communication; Language Usage; Language Proficiency; Grouping (Instructional Purposes); Classroom Techniques; Group Dynamics; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Bilingualismus; Spanisch; School year 01; 1. Schuljahr; Schuljahr 01; Peer-Beziehungen; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachminderheit; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Sprachliche Dominanz; Lerneinheit; Muttersprachler; Klassengespräch; Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Grouping; Gruppenbildung; Klassenführung; Gruppendynamik
Abstract	Within dual language education programs, well-structured peer interactions can facilitate the learning of language and curricular content simultaneously. Research has found that even very young bilingual students can engage in peer linguistic mediation to help less proficient classmates participate in small group work. In this article, I analyze two academic discussions among emergent bilingual first graders in a Spanish-medium dual language classroom. This analysis demonstrates that, contrary to previous research, the language used by students did not facilitate learning. Rather, it foreclosed the possibility of effective communication across languages. Findings suggest that peer linguistic mediation is influenced by multiple factors and cannot be taken for granted. Questions are raised about the ways in which emergent bilingual students are grouped and the skills they need to successfully mediate their peers' learning. Implications from these findings go beyond dual language education to apply to mainstream classrooms with minority language speakers in them. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01