"Are There Any Mexicans Listening?" Stancetaking and Language Ideologies in a Spanish L2 Classroom

Autor/inn/en	Mattson-Prieto, Raquel; Showstack, Rachel
Titel	"Are There Any Mexicans Listening?" Stancetaking and Language Ideologies in a Spanish L2 Classroom
Quelle	In: Language Learning, 72 (2022), S.240-274 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mattson-Prieto, Raquel) ORCID (Showstack, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12485
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Classroom Communication; Communicative Competence (Languages); Learning Activities; High School Students; Spanish; Grammar; Audio Equipment; Video Technology; Peer Relationship; Native Speakers; Vocabulary Development; Language Attitudes; Student Attitudes; Spanish Speaking; Language Variation + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lernaktivität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Spanisch; Grammatik; Audio-CD; Peer-Beziehungen; Muttersprachler; Wortschatzarbeit; Sprachverhalten; Schülerverhalten; Sprachenvielfalt
Abstract	This study investigated classroom interaction through the framework of "stancetaking" (Du Bois, 2007) to understand how Spanish second language (L2) learners positioned themselves when participating in communicative language learning activities. Data came from transcribed audio and video recordings of three 90-minute lessons in one intermediate-level U.S. high school Spanish class. We examined how the students indexed epistemic stances toward their grammar explanations, and affective and evaluative stances toward the Spanish language and native (L1) Spanish speakers during peer interaction. Despite the burgeoning Spanish-speaking community near where the data were collected, L2 learners' linguistic practices indexed stances of expertise regarding their knowledge of Spanish grammar and vocabulary rather than their potential to meaningfully interact with the people who lived and worked in their community. In addition, some indexed negative affective and evaluative stances toward L1 Spanish speakers. Findings signal the need to examine how target-language speakers are positioned in classroom practices. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01