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. 92–110
Exploring interaction between heritage and second language learners in the Spanish language classroom
Opportunities for collaborative dialogue and learning
Ana Fernández-Dobao | University of Washington
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.
Keywords: collaborative dialogue, collaborative writing, heritage language learners, language-related episodes, mixed classes
Published online: 14 August 2020
https://doi.org/10.1075/lllt.55.04fer
https://doi.org/10.1075/lllt.55.04fer
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Cited by
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Zhang, Meixiu & Luke Plonsky
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