Edited by Joshua J. Thoms and Kristen Michelson
[AILA Applied Linguistics Series 21] 2024
► pp. 48–72
This exploratory study reports on digital social reading (DSR) interactions in an advanced collegiate German course. Using a stancetaking perspective, we examine how learners linguistically conceptualize, discuss, and draw on historical thinking strategies of continuity and change to evaluate historical, social, and cultural patterns in texts and how their interactions mediate peer-to-peer learning. Preliminary findings suggest that DSR can mediate peer-to-peer interaction in a critical content-based course. We conclude with suggestions for future research and teaching. The results of this study indicate that an interactional analysis of stancetaking can help researchers and instructors understand how such peer-to-peer mediation of disciplinary language and thinking approaches emerges in DSR.