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Language Management in Diaspora: Tu’un Nda’vi, Spanish, English, Constricted Agency, and Social Capital in a Oaxacan Indigenous Diasporic Community
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“Vamos Juntos en Esto”: Peer Interaction and Affordances for Language Development among Adolescent Newcomers in Language and Content Classrooms
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Lang, Nora W. - : eScholarship, University of California, 2021
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Abstract:
Adolescent newcomer students bring a wealth of linguistic and cultural resources to their learning environments—resources that become even more dynamic when combined with those of their peers. While a significant body of research has explored students’ deployment of multilingual resources through translanguaging, most of this work does not address other semiotic resources. Multimodality literature, meanwhile, has largely ignored multilingualism. Drawing on Leo van Lier’s ecological notion of affordances, this dissertation contributes to this gap by examining the range of semiotic resources that acted as affordances for additional language development as students supported one another in negotiating classroom tasks. This study was conducted in four classrooms for newcomer students within two school sites in California: Sycamore High School and Cedar International High School. At both schools, data were collected in one classroom focused primarily on English language and literacy development (ELD and reading), and one on content (ethnic studies and biology). Methodologically, the study included participant observation, semi-structured interviews with four teachers and 12 focal students, collection of classroom artifacts, and videorecording of focal students’ interactions. Data analysis revealed a contrast in pedagogical approaches, which contributed to far more opportunities for peer interaction among students in the classrooms Cedar International than Sycamore High. Microanalysis of select peer interactions revealed that affordances for language development included oral and written features of English and Spanish, iconic and deictic gestures, and mutual engagement with material artifacts. Students skillfully pooled semiotic resources by combining their own linguistic, cultural, and content expertise with that of their classmates and material resources in the environment to negotiate the task at hand and ensure that their peers could participate meaningfully. The study suggests the need for expanding translanguaging research to consider semiotic resources other than oral and written language that contribute to language development, challenging notions of fixed expertise in peer interaction, and examining peer interaction across a variety of participant structures. With regard to classroom practice, findings point to the value of affordances for illuminating what students are capable of doing, and to the importance of expanding opportunities for students to engage agentively through meaningful collaboration.
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Keyword:
affordances; Educational sociology; immigrant students; integrating language and content; Language; newcomers; second language development; Secondary education; translanguaging
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URL: https://escholarship.org/uc/item/3sx253vg
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23 |
Linguistic Features of Formative Feedback on ESL Argumentative Writing: Comparing Pre-service and Experienced Teachers
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In: Issues in Applied Linguistics, vol 22, iss 0 (2021)
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24 |
All the World’s a Stage: Improvisational Theater and Engagement in Newcomer English Learners
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25 |
Nominal Agreement in L2 Speakers of Italian: Suggestions for a Teaching Plan
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In: ISSN: 1948-5425 ; International Journal of Linguistics ; https://hal.archives-ouvertes.fr/hal-03438817 ; International Journal of Linguistics, 2021, 13, ⟨10.5296/ijl.v13i3.18596⟩ (2021)
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26 |
Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies
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In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021)
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27 |
Offre, fonctionnalité, utilité dans des situations « spécialisées » d'appropriation du français Contribution à une histoire des idées didact(olog)iques
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In: ISSN: 0992-7654 ; EISSN: 2221-4038 ; Documents pour l'histoire du français langue étrangère et seconde ; https://halshs.archives-ouvertes.fr/halshs-03635529 ; Documents pour l'histoire du français langue étrangère et seconde, SIHFLES, 2021, ⟨10.4000/dhfles.8186⟩ (2021)
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Collocational Instruction for Improving Undergraduate Student Competency in English Reading and Writing ...
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Collocational Instruction for Improving Undergraduate Student Competency in English Reading and Writing ...
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30 |
Towards principles of performative pedagogy: Drama and additional language development (DALD) ...
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Towards principles of performative pedagogy: Drama and additional language development (DALD) ...
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32 |
Capitalism, migration, and adult education. Toward a critical project in the second language learning class ...
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33 |
Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ... : Drama in education days 2019 ...
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34 |
Η συμβολή του παραμυθιού στην κατάκτηση του γλωσσικού γραμματισμού στη διδασκαλία της ελληνικής γλώσσας ως δεύτερης σε παιδιά προσχολικής ηλικίας ...
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Commonplace and Mirroring for Self-Reflexivity in Secondary Language Arts: A Value-Creative Approach in a Virtual Learning Space ...
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Comparing Instructional Methods for Address Pronouns in Second Language German ...
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37 |
Improving Second Language Acquisition of English Language Learners ...
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38 |
Inconsistent definitions: the most efficient immediate feedback ...
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39 |
Social isolation and vocabulary development: insights from British families with varying SES ...
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40 |
Social isolation and vocabulary development: Insights from 8-18-month-old infants from families with varying socioeconomic backgrounds (United Kingdom) ...
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