Chapter 4
Exploring interaction between heritage and second language
learners in the Spanish language classroom
Opportunities for collaborative dialogue and
learning
This study analyzes collaborative writing
activities completed by heritage language (HL) and second language
(L2) learners’ dyads with a focus on collaborative dialogue and
learning. Eight HL and ten L2 learners participated in the study,
completing a total of 26 collaborative writing activities followed
by tailor-made posttests. The interactions between the mixed dyads
were analyzed for language-related episodes, classified according to
focus, outcome, and trigger. The results of these analyses and those
of the posttests confirmed that both HL and L2 learners benefited
from working together, but in different ways and to a different
extent. Learners’ perceptions of their collaboration and the
pedagogical implications of these findings are discussed.
Article outline
- Introduction
- Background
- Collaborative dialogue
- Heritage language learners
- HL-L2 interaction
- Method
- Participants
- Instruments and procedure
- Data coding and analysis
- Results
- Discussion
- Conclusions
-
Acknowledgments
-
References
-
Appendix
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Cited by
Cited by 3 other publications
Fernández–Dobao, Ana
2023.
“Pero yo también estoy aprendiendo”: Negotiating expert and novice positions in heritage–second language learner interaction.
The Modern Language Journal 107:4
► pp. 873 ff.
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Phan, Huong Le Thu & Phung Dao
2023.
Engagement in collaborative writing: Exploring learners’ control of task content and text quality.
International Journal of Applied Linguistics 33:2
► pp. 242 ff.
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Zhang, Meixiu & Luke Plonsky
2020.
Collaborative writing in face-to-face settings: A substantive and methodological review.
Journal of Second Language Writing 49
► pp. 100753 ff.
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