Chapter published in:
Languaging in Language Learning and Teaching: A collection of empirical studiesEdited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 68–89
Languaging and grammatical terminology
Expressing linguistic concepts while co-constructing understandings
Paul D. Toth | Temple University
Kara Moranski | University of Cincinnati
Ashley Shaffer | Temple University
Raquel Mattson-Prieto | Princeton University
This paper documents how U.S. high school
learners in a third-year L2 Spanish class (N = 17)
formulated explicit understandings of the pronoun
se through languaging over 3 lessons. Following
Adair-Hauck & Donato
(2016), each lesson engaged learners in a guided
inductive analysis by first presenting se within a
narrative text, and then having them “co-construct” rules in groups
of 2–3 from the patterns they found. A teacher-led, whole-class
follow-up brought the class to a consensus before they engaged in
subsequent L2 communication tasks. Based on recordings of 4
small-group interactions and the whole-class discussion, descriptive
statistics and qualitative excerpts document how learners stretched
familiar linguistic concepts and informal language to accommodate
the unfamiliar features of the target structure.
Keywords: L2 Spanish, guided induction, explicit grammar, instructional conversation, high school
Published online: 14 August 2020
https://doi.org/10.1075/lllt.55.03tot
https://doi.org/10.1075/lllt.55.03tot
References
References
Adair-Hauck, B., & Donato, R.
American Council on
the Teaching of Foreign
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