Article published in:
Peer Interaction and Second Language Learning: Pedagogical potential and research agenda
Edited by Masatoshi Sato and Susan Ballinger
[Language Learning & Language Teaching 45] 2016
► pp. 319348
Atkinson, D
(2010) Extended, embodied cognition and second language acquisition. Applied Linguistics, 31(5), 599–622. CrossrefGoogle Scholar
Aston, G
(1993) Notes on the interlanguage of comity. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 224–250). Oxford: Oxford University Press.Google Scholar
(1998) Introduction. In G. Aston (Ed.), Negotiating service (pp. 1–23). Bologna: Editrice CLUEB.Google Scholar
Ballinger, S
(2013) Towards a cross-linguistic pedagogy: Biliteracy and reciprocal learning strategies in French immersion. Journal of Immersion and Content-Based Language Education, 1(1), 131–148. CrossrefGoogle Scholar
Ballinger, S., & Lyster, R
(2011) Student and teacher language use in a two-way Spanish/English immersion school. Language Teaching Research, 15, 289–306.Google Scholar
Block, D
(2003) The social turn in second language acquisition. Edinburgh: Edinburgh University Press.Google Scholar
Breen, M.P
(2001) Overt participation and covert acquisition in the language classroom. In M.P. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 112–140). Harlow, UK: Longman Pearson Education.Google Scholar
Canagarajah, S
(2011) Codemeshing in academic writing: Identifying teachable strategies of translanguaging. Modern Language Journal, 95, 401–417. CrossrefGoogle Scholar
Castanheira, M.L, Crawford, T., Dixon, C.N, & Green, J.L
(2001) Interactional ethnography: An approach to studying the social construction of literate practices. Linguistics and Education, 11(4), 353–400. CrossrefGoogle Scholar
Castanheira, M.L, Green, J., Dixon, C., & Yeagerb, B
(2007) (Re) Formulating identities in the face of fluid modernity: An interactional ethnographic approach. International Journal of Educational Research, 46(3), 172–189. CrossrefGoogle Scholar
Cole, M
(1996) Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.Google Scholar
Corsaro, W.A
(1981) Entering the child’s world: Research strategies for field entry and data collection in a preschool setting. Ethnography and language in educational settings, 117–146.Google Scholar
Dalton-Puffer, C
(2005) Negotiating interpersonal meanings in naturalistic classroom discourse: Directives in content-and-language-integrated classrooms. Journal of Pragmatics, 37(8), 1275–1293. CrossrefGoogle Scholar
Donato, R
(2004) Aspects of collaboration in pedagogical discourse. Annual Review of Applied Linguistics, 24, 284–302. CrossrefGoogle Scholar
Engeström, Y
(1987) Learning by expanding. An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit Oy.Google Scholar
Firth, A., & Wagner, J
(2007) Second/foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA. The Modern Language Journal, 91(s1), 800–819. CrossrefGoogle Scholar
Foster, P., & Ohta, A.S
(2005) Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26(3), 402–430. CrossrefGoogle Scholar
García, O
(2009) Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell.Google Scholar
García Mayo, M.P
(2005) Interactional strategies for interlanguage communication: Do they provide evidence for attention to form? In A. Housen & M. Pierrard (Eds.), Investigations in instructed second language acquisition (pp. 383–405). Berlin: Mouton de Gruyter. CrossrefGoogle Scholar
Gass, W.H
(1985) Habitations of the word: Essays. New York, NY: Simon and Schuster.Google Scholar
Gass, S.M, & Selinker, L
(2008) Second language acquisition: An introductory course (3rd ed.). New York, NY: Routledge.Google Scholar
Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K
(2010) Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304–315. CrossrefGoogle Scholar
Goffman, E
(1971) Relations in public: Microstudies of the Public Order. New York, NY: Basic Books.Google Scholar
Gutiérrez, K
(2008) Developing a sociocritical literacy in the third space. Reading Research Quarterly,43(2), 148–164. CrossrefGoogle Scholar
Gumperz, J.J
(Ed.) (1982a) Language and social identity (Vol. 2). Cambridge University Press.Google Scholar
(1982b) Discourse strategies (Vol. 1). Cambridge University Press. CrossrefGoogle Scholar
Cook-Gumperz, J
(Ed.) (1986) The social construction of literacy (Vol. 3). Cambridge University Press.Google Scholar
Gumperz, J.J
(1992) Contextualization and understanding. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an interactive phenomenon (pp. 229–252). Cambridge: Cambridge University Press.Google Scholar
Hatch, E
(1992) Discourse and language education. Cambridge: Cambridge University Press.Google Scholar
Ivanič, R
(1994) I is for interpersonal: Discoursal construction of writer identities and the teaching of writing. Linguistics and Education, 6(1), 3–15. CrossrefGoogle Scholar
Kirkland, D.E
(2009) Standpoints: Researching and teaching English in the digital dimension. Research in the Teaching of English, 44(1), 8–22.Google Scholar
Kowal, M., & Swain, M
(1997) From semantic to syntactic processing: How can we promote it in the immersion classroom? In R. Johnson & M. Swain (Eds.), Immersion Education: International Perspectives (pp. 284–309). New York, NY: Cambridge University Press. CrossrefGoogle Scholar
Lantolf, J
(2000) Sociocultural theory and second language learning. Oxford: Oxford University Press.Google Scholar
Leech, G.N
(1983) Principles of pragmatics. London: Longman.Google Scholar
Llinares, A., & Pastrana, A
(2013) CLIL students’ communicative functions across activities and educational levels. Journal of Pragmatics, 59(A), 81–92. CrossrefGoogle Scholar
Long, M.H
(1996) The role of the linguistic environment in second language acquisition. In W. Titchie & T.K. Bhatia (Eds.), Handbook of language acquisition: Vol. 2. Second language acquisition (pp. 413–468). San Diego, CA: Academic Press.Google Scholar
Long, M., & Porter, P
(1985) Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19, 207–228. CrossrefGoogle Scholar
Mackey, A
(2007) Conversational interaction in second language acquisition: A collection of empirical studies. Oxford: Oxford University Press.Google Scholar
(2012) Input, interaction and corrective feedback in L2 classrooms. Oxford: Oxford University Press.Google Scholar
Mackey, A., Gass, S.M, & McDonough, K
(2000) How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22, 471–497. CrossrefGoogle Scholar
Mackey, A., & Goo, J
(2007) Interaction research: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 407–452). Oxford: Oxford University Press.Google Scholar
Martin-Beltrán, M
(2010) Positioning proficiency: How students and teachers (de)construct language proficiency at school. Linguistics and Education. 21(4), 257–281. CrossrefGoogle Scholar
(2013) I don’t feel as embarrassed because we’re all learning: Discursive positioning among adolescents becoming multilingual. International Journal of Educational Research, 62, 152–161 CrossrefGoogle Scholar
(2014) “What do you want to say?” How adolescents use translanguaging to expand learning opportunities. International Multilingual Research Journal, 8(3), 208–230. CrossrefGoogle Scholar
Moje, E.B., Ciechanowski, K.M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T
(2004) Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse. Reading Research Quarterly, 39, 38–70. CrossrefGoogle Scholar
Moll, L
(2010) Mobilizing culture, language, and educational practices: Fulfilling the promises of Mendez and Brown. Educational Researcher, 39(6), 451–460. CrossrefGoogle Scholar
Naughton, D
(2006) Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom. The Modern Language Journal, 90(2), 169–184. CrossrefGoogle Scholar
Ohta, A.S
(2000) Re-thinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 51–78). Oxford: Oxford University Press.Google Scholar
Pica, T
(1994) Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44(3), 493–527. CrossrefGoogle Scholar
Philp, J., Walter, S., & Basturkmen, H
(2010) Peer interaction in the foreign language classroom: What factors foster a focus on form? Language Awareness, 19(4), 261–279. CrossrefGoogle Scholar
Rouhshad, A & Storch, N
(2016) A focus on mode: Patterns of interaction in face-to face and computer-mediated contexts. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 267–289). Amsterdam: John Benjamins.Google Scholar
Rogoff, B
(1990) Apprenticeship in thinking: Cognitive development in social context. Oxford: Oxford University Press.Google Scholar
Sato, M
(2013) Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal, 97(3), 611–633. CrossrefGoogle Scholar
Sato, M., & Ballinger, S
(2012) Raising language awareness in peer interaction: A cross-context, cross-methodology examination. Language Awareness, 21(1–2), 157–179. CrossrefGoogle Scholar
(2016) Understanding peer interaction: Research synthesis and directions. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 1–30). Amsterdam: John Benjamins.Google Scholar
Sato, M., & Lyster, R
(2012) Peer interaction and corrective feedback for accuracy and fluency development. Studies in Second Language Acquisition, 34(4), 591–626. CrossrefGoogle Scholar
Spradley, J.P
(1980) Participant observation.New York, NY: Holt, Rinehart and Winston.Google Scholar
Storch, N
(2002a) Patterns of interaction in ESL pair work. Language Learning, 52(1), 119–158. CrossrefGoogle Scholar
(2002b) Relationships formed in dyadic interaction and opportunity for learning. International Journal of Educational Research, 37(3-4), 305–322. CrossrefGoogle Scholar
(2008) Metatalk in a pair work activity: Level of engagement and implications for language development. Language Awareness, 17, 95–114. CrossrefGoogle Scholar
Swain, M
(1985) Communicative competence: some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.Google Scholar
(2006) Languaging, agency and collaboration in advanced second language learning. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.Google Scholar
Swain, M., Brooks, L., & Tocalli-Beller, A
(2002) Peer-peer dialogue as a means of second language learning. Annual Review of Applied Linguistics, 22, 171–185. CrossrefGoogle Scholar
Swain, M., & Deters, P
(2007) “New” mainstream SLA theory: Expanded and enriched. Modern Language Journal, 91(4), 820–836. CrossrefGoogle Scholar
Swain, M., & Lapkin, S
(1998) Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82(3), 320–37. CrossrefGoogle Scholar
(2002) Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37(3–4), 285–304. CrossrefGoogle Scholar
(2013) A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate. Journal of Immersion and Content-Based Language Education, 1(1), 101–129. CrossrefGoogle Scholar
Titscher, S., Wodak, R., Meyer, M., & Vetter, E
(2000) Methods of text and discourse analysis. London: SageGoogle Scholar
van Lier, L
(1998) The relationship between consciousness, interaction, and language learning. Language Awareness, 7, 128–145. CrossrefGoogle Scholar
(2000) From input to affordance: Social-interactive learning from an ecological perspective. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 245–259). Oxford: Oxford University Press.Google Scholar
Wertsch, J.V
(1985) Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press.Google Scholar
Vygotsky, L
(1978) Mind in society. Cambridge, MA: Harvard University Press.Google Scholar
Cited by

Cited by 11 other publications

Erlam, Rosemary, Jenefer Philp & Diana Feick
2021.  In Teaching Languages to Adolescent Learners, Crossref logo
Feick, Diana & Antonie Alm
2021. Gruppenarbeit in Zeiten der sozialen Isolation: Zur Nutzung und Wahrnehmung von Breakout-Räumen. Informationen Deutsch als Fremdsprache 48:5  pp. 516 ff. Crossref logo
Kim, Youn-hee
2020. Willingness to engage: the importance of what learners bring to pair work. Language Awareness 29:2  pp. 134 ff. Crossref logo
King, Kendall A., Martha Bigelow & Abdiasis Hirsi
2017. New to School and New to Print: Everyday Peer Interaction Among Adolescent High School Newcomers. International Multilingual Research Journal 11:3  pp. 137 ff. Crossref logo
Martin-Beltrán, Melinda, Natalia L. Guzman & Tabitha Kidwell
2019. Building a community of practice to counter the marginalisation of adolescent language learners. Language, Culture and Curriculum 32:2  pp. 142 ff. Crossref logo
Martin‐Beltrán, Melinda, Andrés A. García & Angélica Montoya‐Ávila
2020. “I Know There's Something Like That in Spanish”: Heritage Language Learners' Multifaceted Interactions with Linguistically Diverse Peers. International Journal of Applied Linguistics 30:3  pp. 530 ff. Crossref logo
Peeters, Ward
2019. The peer interaction process on Facebook: a social network analysis of learners’ online conversations. Education and Information Technologies 24:5  pp. 3177 ff. Crossref logo
Philp, Jenefer
2016.  In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 377 ff. Crossref logo
Sippel, Lieselotte
2020. German Learners' Beliefs About Peer Interaction and Peer Feedback. Die Unterrichtspraxis/Teaching German 53:2  pp. 175 ff. Crossref logo
Swain, Merrill & Yuko Watanabe
2019.  In The Encyclopedia of Applied Linguistics,  pp. 1 ff. Crossref logo
Tajabadi, Azar, Moussa Ahmadian, Hamidreza Dowlatabadi & Hooshang Yazdani
2020. EFL learners’ peer negotiated feedback, revision outcomes, and short-term writing development: The effect of patterns of interaction. Language Teaching Research  pp. 136216882095120 ff. Crossref logo

This list is based on CrossRef data as of 01 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.