This study offers a cross disciplinary approach to exploring the potential benefits of peer interaction for the second language development of a six year old child, based on a qualitative analysis of interactions between the child and her peers over 6 weeks in a mainstream grade 1 classroom. We argue that the young learner’s second language development in school can only be understood in the context of her relationships with others. Her social goals of affiliation and participation impact her interactions and these interactions in turn have consequences for language use and language development. The findings point to the importance of peer relationships, and the recognition that other children are a resource for the young language learner in the classroom.
Cited by (39)
Cited by 39 other publications
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2025. Towards Finnish Standard Negation in Speech: A Longitudinal Case Study of a Russian L1 Child in an Introductory Class. Nordand 20:1 ► pp. 55 ff.
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2025. Task engagement in second language acquisition: a questionnaire development and validation study. Journal of Multilingual and Multicultural Development 46:9 ► pp. 2761 ff.
Zare, Javad, Ali Derakhshan & Fatemeh Ranjbaran Madiseh
2025. Task Motivation and Engagement in Second Language Acquisition: A Structural Equation Modelling Analysis. European Journal of Education 60:4
Zare, Javad, Lawrence Jun Zhang & Fatemeh Ranjbaran Madiseh
2025. Emotion regulation strategies and task engagement in L2 development: a structural equation modeling analysis. Innovation in Language Learning and Teaching► pp. 1 ff.
Zhang, Boya
2025. Engaging in dialogue during collaborative writing: The role of affective, cognitive, and social engagement. Language Teaching Research 29:1 ► pp. 33 ff.
赵, 超超
2025. The Role, Challenges, and Strategies of Peer Interaction in Children’s Japanese Education. Modern Linguistics 13:02 ► pp. 340 ff.
Derakhshan, Ali & Javad Zare
2024. Self-regulated learning and task engagement: a SEM analysis. International Review of Applied Linguistics in Language Teaching
Hiver, Phil, Ali H. Al-Hoorie, Joseph P. Vitta & Janice Wu
2024. Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research 28:1 ► pp. 201 ff.
Liu, Mengying & Elaine Tarone
2024. First and second language use in an early total one‐way Chinese immersion classroom. The Modern Language Journal 108:4 ► pp. 888 ff.
Shen, Bin, Zhijie Wang, Xiaowen Zhong, Michael Yi-Chao Jiang & Morris Siu-Yung Jong
2024. Can SVVR Help with Student Engagement in an Online EFL Writing Class? A Chinese Case Study. The Asia-Pacific Education Researcher 33:4 ► pp. 1011 ff.
Bushati, Bora, Gayannée Kedia, Daniela Rotter, Alexander P. Christensen, Georg Krammer, Katja Corcoran & Sabine Schmölzer-Eibinger
2023. Friends as a language learning resource in multilingual primary school classrooms. Social Psychology of Education 26:3 ► pp. 833 ff.
Gur-Yaish, Nurit, Sujoud Hijazy, Eden Mazareeb & Mila Schwartz
2023. ‘She doesn’t speak Hebrew, she speaks English:’ a case of language socialisation of a quadrilingual girl. Journal of Multilingual and Multicultural Development 44:10 ► pp. 1029 ff.
Loewen, Shawn, Ayşen Tuzcu & Jenefer Philp
2023. Classroom Research Methods. In Current Approaches in Second Language Acquisition Research, ► pp. 13 ff.
Weizemann, Kéli Luiza & Melissa Bettoni
2023. Warm up - Motivação e ativação de conhecimento prévio na aula de inglês para crianças. Caletroscópio 10:2 ► pp. 170 ff.
Erdemir, Ersoy & Janina Brutt-Griffler
2022. Vocabulary Development Through Peer Interactions in Early Childhood: A Case Study of an Emergent Bilingual Child in Preschool. International Journal of Bilingual Education and Bilingualism 25:3 ► pp. 834 ff.
Schwartz, Mila, Claudine Kirsch & Simone Mortini
2022. Young children’s language-based agency in multilingual contexts in Luxembourg and Israel. Applied Linguistics Review 13:5 ► pp. 819 ff.
Sewell, Yvonne
2022. Language learner motivation, where it’s been and where it’s going. Journal of Language Teaching 2:2 ► pp. 1 ff.
Trofimovich, Pavel, Kim McDonough, Phung Dao & Dato Abashidze
2022. Attitudinal bias, individual differences, and second language speakers’ interactional performance
. Applied Linguistics Review 13:1 ► pp. 99 ff.
DAO, PHUNG, MAI XUAN NHAT CHI NGUYEN, PHUONG–THAO DUONG & VU TRAN–THANH
2021. Learners’ Engagement in L2 Computer‐Mediated Interaction: Chat Mode, Interlocutor Familiarity, and Text Quality. The Modern Language Journal 105:4 ► pp. 767 ff.
Ma, Qiangqiang
2021. The Role of Teacher Autonomy Support on Students’ Academic Engagement and Resilience. Frontiers in Psychology 12
Schwartz, Mila, Inas Deeb & Sujoud Hijazy
2021. ‘How do you say it in Arabic, in Hebrew, in English?’ Towards a better understanding of children’s agentic behaviour in novel language learning. Journal of Multilingual and Multicultural Development 42:7 ► pp. 621 ff.
Cekaite, Asta
2020. Early Language Education and Language Socialization. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 1 ff.
Cekaite, Asta
2022. Early Language Education and Language Socialization. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 143 ff.
McDonough, Kim, Pavel Trofimovich, Phung Dao & Dato Abashidze
2020. Eye gaze and L2 speakers’ responses to recasts: A systematic replication study of McDonough, Crowther, Kielstra and Trofimovich (2015). Language Teaching 53:1 ► pp. 81 ff.
Minas, Edith Christina
2020. The affordances theory in teaching and learning African first additional languages: A case for task-based language teaching. Southern African Linguistics and Applied Language Studies 38:1 ► pp. 1 ff.
2018. Primary School Chinese Teaching: Developing the Child. In Teaching and Learning Chinese in Schools, ► pp. 19 ff.
Lambert, Craig, Jenefer Philp & Sachiko Nakamura
2017. Learner-generated content and engagement in second language task performance. Language Teaching Research 21:6 ► pp. 665 ff.
Philp, Jenefer, Margaret Borowczyk & Alison Mackey
2017. Exploring the Uniqueness of Child Second Language Acquisition (SLA): Learning, Teaching, Assessment, and Practice. Annual Review of Applied Linguistics 37 ► pp. 1 ff.
2016. Exploring Engagement in Tasks in the Language Classroom. Annual Review of Applied Linguistics 36 ► pp. 50 ff.
Cheatham, Gregory A., Margarita Jimenez-Silva & Hyejin Park
2015. Teacher feedback to support oral language learning for young dual language learners. Early Child Development and Care 185:9 ► pp. 1452 ff.
Cekaite, Asta & Polly Björk-Willén
2013. Peer group interactions in multilingual educational settings: Co-constructing social order and norms for language use. International Journal of Bilingualism 17:2 ► pp. 174 ff.
Kultti, Anne
2013. Singing as language learning activity in multilingual toddler groups in preschool. Early Child Development and Care 183:12 ► pp. 1955 ff.
Kultti, Anne
2015. Adding learning resources: a study of two toddlers' modes and trajectories of participation in early childhood education. International Journal of Early Years Education 23:2 ► pp. 209 ff.
Loewen, Shawn & Jenefer Philp
2011. Instructed Second Language Acquisition. In Research Methods in Second Language Acquisition, ► pp. 53 ff.
Tognini, Rita, Jenefer Philp & Rhonda Oliver
2010. Rehearsing, conversing, working it out. Australian Review of Applied Linguistics 33:3 ► pp. 28.1 ff.
Tognini, Rita, Jenefer Philp & Rhonda Oliver
2010. Rehearsing, conversing, working it out. Australian Review of Applied Linguistics 33:3 ► pp. 28.1 ff.
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