L2 interactional competence in a short-term service-learning and study abroad program
This case study explores one Spanish L2 learner’s interactional competence (IC) during a short-term study abroad
program that featured service-learning (SL). The goal of the study is to describe the learner’s IC in interactions in the SL
context. Data for analysis derive primarily from dialogues between the focal participant and interlocutors from her SL network and
are analyzed qualitatively using
Young’s (2019) categories of identity, linguistic, and
interactional resources. Key findings include: (a) the participant co-constructed identities as an American and a teacher with her
interlocutors; (b) use of linguistic resources suggests accommodation to Peninsular Spanish, possibly heightened by increased
contact with native speakers in SL; and (c) SL afforded a space where the learner felt confident trying out linguistic and
interactional features. Findings describe the participant’s IC and suggest the value of the SL context for meaningful interaction
in short-term study abroad programs.
Article outline
- 1.Interactional competence
- 2.Interactional competence in SA
- 3.SL in SA
- 4.Methodology
- 4.1Focal participant
- 4.2SL
- 4.3SA context
- 4.4Data collection and analysis
- 4.4.1Audio recordings
- 4.4.2Weekly reflections
- 5.Results
- 5.1Identity, linguistic, and interactional resources in SL
- 5.1.1Identity resources
- 5.1.2Linguistic resources
- 5.1.3Interactional resources
- 5.1.3.1Turn taking
- 5.1.3.2Repair
- 5.1.3.3Alignment
- 5.2Kay’s reflections on SL
- 5.2.1Becoming a teacher
- 5.2.2Interaction with children in SL
- 6.Discussion
- 7.Conclusion
-
References