Collaborative Writing in a Third Language: How Writers Use and View Their Plurilingual Repertoire during Collaborative Writing Tasks

Autor/inn/en	Payant, Caroline; Maatouk, Zeina
Titel	Collaborative Writing in a Third Language: How Writers Use and View Their Plurilingual Repertoire during Collaborative Writing Tasks
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 25 (2022) 1, S.127-151 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Collaborative Writing; Second Language Learning; Second Language Instruction; Teaching Methods; Multilingualism; Language Usage; Adult Learning; Student Attitudes; Authentic Learning; English (Second Language); Native Language; Spanish; Russian; Romance Languages; French; Task Analysis; Writing Instruction; Profiles; Student Characteristics; Foreign Countries; Universities; English for Academic Purposes; Canada + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Adulte education; Adult training; Erwachsenenbildung; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Russisch; Romanische Sprache; Französisch; Aufgabenanalyse; Schreibunterricht; Charakterisierung; Profilanalyse; Ausland; University; Universität; Kanada
Abstract	Recent years have witnessed major development in plurilingual pedagogies which support the use of learners' repertoire of languages in language learning contexts (Payant & Galante, 2022; Piccardo, 2013). However, little research has been undertaken to examine adult plurilingual learners' perceptions towards the use of their languages during authentic collaborative writing tasks and contrasted these views with their actual behaviours. In this case study, six plurilingual adult learners of English in a Canadian university with three unique L1s (Romanian, Russian, Spanish) completed two collaborative writing tasks on two separate occasions. Each dyad shared the same linguistic profiles and were encouraged to draw on their entire repertoire to complete the tasks. Semi-structured interview data shows differing levels of openness towards L1 and L2 (French) use during language-learning writing tasks. The analysis of the interaction confirms multiple uses for the L1; however, the L2 was seldom observed during interactions. The findings are discussed from a plurilingual lens and pedagogical implications are discussed. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11