L1 Use in Peer Interaction: Exploring Time and Proficiency Pairing Effects in Primary School EFL

Autor/inn/en	Vraciu, Alexandra; Pladevall-Ballester, Elisabet
Titel	L1 Use in Peer Interaction: Exploring Time and Proficiency Pairing Effects in Primary School EFL
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 4, S.1433-1450 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vraciu, Alexandra) ORCID (Pladevall-Ballester, Elisabet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1767029
Schlagwörter	Peer Relationship; Interaction; Elementary School Students; Native Language; Language Usage; Oral Language; Spanish; Preadolescents; Incidence; Language Proficiency; Foreign Countries; English (Second Language); Second Language Learning; Grade 4; Grade 6; Spain + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Interaktion; Sprachgebrauch; Oral interpretation; Mündlicher Sprachgebrauch; Spanisch; Pre-adolescence; Präadoleszenz; Vorkommen; Language skill; Language skills; Sprachkompetenz; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Spanien
Abstract	This longitudinal study explores the effects of time and proficiency pairing on the amount and purpose of L1 use in task-based peer interaction by EFL primary school learners. Most of the studies available to date on L1 use in peer interaction involve adult learners, and we have little empirical evidence on the role played by the L1 in child peer interaction, particularly in low exposure contexts. Oral production data was elicited from forty Catalan/Spanish bilingual children who performed a spot-the-differences task, paired up in mixed and matched proficiency dyads. The data were collected twice over the course of two academic years (i.e. when children were 9-10 and 11-12 years old). The results show time effects on the frequency of L1 use and the range of functions it fulfils in child peer interaction, but very limited effects of proficiency pairing. We discuss the implications of our findings for the EFL classroom practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01