Edited by Jenefer Philp, Rhonda Oliver and Alison Mackey
This new volume of work highlights the distinctiveness of child SLA through a collection of different types of empirical research specific to younger learners. Characteristics of children’s cognitive, emotional, and social development distinguish their experiences from those of adult L2 learners,… read more
In this chapter we examine the role of the interlocutor in second language (L2) learning and use from a cognitive-interactionist perspective, concentrating on oral interaction in face-to-face and (written and/or video) chat-based contexts. We center our discussion on the ways relationship,… read more
Our data for this chapter comprises recordings of 12 advanced adult language learners within a single English for Academic Purposes (EAP) classroom as they work collaboratively over repeated cycles of teacher fronted and related group work tasks. Our interest is in classroom interactions as they… read more
This paper reports on a study of peer interaction in ten foreign language (FL) classes, six secondary and four primary, over a period of four months. The focus of this paper is the nature of peer interaction, including the purposes of second language use, and language choice. The data, comprising… read more
In this chapter we examine children’s interaction during authentic lessons involving tasks in L2 classrooms, comparing the effects of teacher guidance for 5–7 year olds (n = 22) and 11–12 year olds (n = 20). Three experimental conditions representing a continuum of teacher guidance were examined:… read more
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… read more
