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Article published In: Study Abroad Research in Second Language Acquisition and International Education
Vol. 9:2 (2024) ► pp.157–187

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L2 interactional competence in a short-term service-learning and study abroad program

 | University of TexasAustin
ORCiD logo with link | University of Nebraska, OmahaOmaha
Published online: 21 May 2024
DOI logo with link
https://doi.org/10.1075/sar.22025.koi
Abstract
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 (2019). Interactional competence and L2 pragmatics. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 93–110). Routledge. Google Scholar logo with link to Google Scholar 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
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