Building L2 Social Connections: The Case of Learners of Auslan (Australian Sign Language)

Autor/inn/en	Willoughby, Louisa; Sell, Cathy
Titel	Building L2 Social Connections: The Case of Learners of Auslan (Australian Sign Language)
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 9, S.3436-3447 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Willoughby, Louisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2062666
Schlagwörter	Second Language Learning; Second Language Instruction; Sign Language; Foreign Countries; Social Networks; Case Studies; Longitudinal Studies; Adult Students; Vocational Education; Socioeconomic Influences; Diaries; Student Attitudes; Recall (Psychology); Language Proficiency; Student Employment; Deafness; Hearing (Physiology); Peer Relationship; Volunteers; Two Year College Students; Australia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Gebärdensprache; Ausland; Social network; Soziales Netzwerk; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausbildung; Berufsbildung; Sozioökonomischer Faktor; Diary; Tagebuch; Schülerverhalten; Abberufung; Language skill; Language skills; Sprachkompetenz; Studentenarbeit; Gehörlosigkeit; Taubstummheit; Gehör; Hören; Peer-Beziehungen; Freiwilliger; Australien
Abstract	Social interaction, and the attendant negotiation of meaning, is of prime importance for developing second language (L2) skills. Yet how learners go about building L2 social networks -- and why some have more success than others in doing so -- remains underexplored. This article explores this phenomenon via a 12-month longitudinal case study of three hearing adult learners of Auslan (Australian Sign Language) who were studying the language in a vocational education setting. Drawing on language diaries and stimulated recall interviews, we explore the learner's contact with deaf signers and use of Auslan with hearing peers, as well as the factors shaping this involvement and how it changed as their language proficiency developed. While one of our learners threw herself into volunteering and emerged from the study with strong L2 social networks, the other two struggled to varying degrees to build networks and balance the demands of paid work and L2 study. Socio-economic factors played an important role in shaping our student's engagement and investment in L2 learning. From this, we argue that tertiary L2 programs may be subtly reproducing privilege, and need to address this if we are serious about increasing minority representation in L2 programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01