Multilingual Interactions and Learning in High School ESL Classrooms

Autor/in	Davila, Liv T.
Titel	Multilingual Interactions and Learning in High School ESL Classrooms
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 54 (2020) 1, S.30-55 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davila, Liv T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.536
Schlagwörter	Multilingualism; High School Students; Second Language Learning; Second Language Instruction; English (Second Language); Spanish; Classroom Communication; Teacher Student Relationship; Ethnography; French; African Languages; Peer Groups; Dialects; Pragmatics; Language Attitudes; Phrase Structure; Socialization; Metacognition; Metalinguistics; Creativity; Thinking Skills; Cultural Differences; Native Language + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethnografie; Französisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Gleichaltrigengruppe; Peer Group; Dialect; Dialekt; Pragmalinguistik; Sprachverhalten; Phrasenstruktur; Socialisation; Sozialisation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Metalanguage; Metasprache; Kreativität; Denkfähigkeit; Kultureller Unterschied
Abstract	This article explores how peer and teacher-student interactions in linguistically diverse high school English as a Second Language (ESL) classrooms produce changes in learners' uptake of different languages and cultures. Data presented are from a 2-year ethnography of communication focusing on adolescent multilingual English learners' language use in three ESL classrooms in the United States. The study participants' primary languages were French, Lingala, and Tshiluba, and the dominant language spoken by the students in class was Spanish. The data include recordings of peer group classroom interactions, individual and focus group interviews, and field notes from classroom observations. Analyzed through an ecology of language framework (van Lier, 2004) and heteroglossic perspectives on language learning and use (Bakhtin, 1981), the findings reveal a gradual ideological and pragmatic shift among the focal students from resenting the predominant use of Spanish by their teachers and peers during Year 1 of the study to using Spanish words and phrases during Year 2 for two distinct purposes: peer socialization and learning English. The article concludes by highlighting the importance of attending to students' language experiences to harness metacognitive thinking, critical multilingual language awareness, and linguistic creativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01