Whole class interaction in the adult L2-classroom : the case of Swedish for immigrants
Wedin, Å. & Norlund Shaswar, A. (2019). Whole class interaction in the adult L2-classroom : the case of Swedish for immigrants. Apples : Journal of Applied Language Studies, 13 (2), 45-63. doi:10.17011/apples/urn.201903251959
Published in
Apples : Journal of Applied Language StudiesDate
2019Copyright
© Authors, 2019
This article focuses on verbal interaction in whole class teaching in second language
education for adults in Sweden. The article draws on theories treating language as
multiple resources that are situated and embedded in material life, and including
complex and diverse linguistic, semiotic, physical material and social resources. The
material for the article was created in a project based in linguistic ethnography in
the form of an action research project, including two municipal Swedish for
Immigrants (SFI) schools. The interaction patterns that occurred challenged students’
language proficiency in ways that stimulated meaning negotiation through what we
call extended interactions. This stresses the social aspect of interaction, which in
these cases included the whole, or nearly the whole, class, students and the teacher.
However, in whole class teaching, the space for each interlocutor is limited, and as
our experience from other classrooms suggests that group tasks are not frequent in
SFI classrooms, there seem to be reasons for the development of teaching practices
that include more frequent use of interaction in small groups that offer students more
space for interaction. We also see a need for developing more culture-sensitive
pedagogies and making more space for the multilingual negotiation of meaning.
...
Publisher
Centre for Applied Language Studies, University of JyväskyläISSN Search the Publication Forum
1457-9863Metadata
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