Difference between revisions of "Kunitz2018a"
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|Tag(s)=EMCA; Italian; Italian as a foreign language; Classroom; Second language; Multilingualism; SLA; Transitions; Language alternation; Code-switching; Classroom interaction; Group work | |Tag(s)=EMCA; Italian; Italian as a foreign language; Classroom; Second language; Multilingualism; SLA; Transitions; Language alternation; Code-switching; Classroom interaction; Group work | ||
|Key=Kunitz2018a | |Key=Kunitz2018a | ||
| + | |Publisher=John Benjamins | ||
|Year=2018 | |Year=2018 | ||
|Language=English | |Language=English | ||
| + | |Address=Amsterdam | ||
|Booktitle=Conversation Analysis and Language Alternation: Capturing transitions in the classroom | |Booktitle=Conversation Analysis and Language Alternation: Capturing transitions in the classroom | ||
| − | |Pages= | + | |Pages=107–128 |
|URL=https://benjamins.com/catalog/pbns.295.06kun | |URL=https://benjamins.com/catalog/pbns.295.06kun | ||
| − | |DOI= | + | |DOI=10.1075/pbns.295.06kun |
|Abstract=This conversation analytic study explores the language alternation patterns enacted by students of Italian as a Foreign Language as they engage in planning a classroom presentation. The data consist of 13 planning sessions conducted by two groups of students enrolled in a third semester course and two groups of students enrolled in a sixth semester course at a US university. The analysis shows how the participants achieve a local interactional order (Cromdal 2005) where the alternation between the L1 and the L2 embodies the distinction between planning process (in L1-English) and planning product (in L2-Italian) and achieves the transition between such components of the planning activity. Overall, the study demonstrates that language alternation is a discursive skill that constitutes a resource for planning for students at different proficiency levels. | |Abstract=This conversation analytic study explores the language alternation patterns enacted by students of Italian as a Foreign Language as they engage in planning a classroom presentation. The data consist of 13 planning sessions conducted by two groups of students enrolled in a third semester course and two groups of students enrolled in a sixth semester course at a US university. The analysis shows how the participants achieve a local interactional order (Cromdal 2005) where the alternation between the L1 and the L2 embodies the distinction between planning process (in L1-English) and planning product (in L2-Italian) and achieves the transition between such components of the planning activity. Overall, the study demonstrates that language alternation is a discursive skill that constitutes a resource for planning for students at different proficiency levels. | ||
}} | }} | ||
Latest revision as of 03:42, 13 January 2020
| Kunitz2018a | |
|---|---|
| BibType | INCOLLECTION |
| Key | Kunitz2018a |
| Author(s) | Silvia Kunitz |
| Title | L1/L2 alternation practices in students’ task planning |
| Editor(s) | |
| Tag(s) | EMCA, Italian, Italian as a foreign language, Classroom, Second language, Multilingualism, SLA, Transitions, Language alternation, Code-switching, Classroom interaction, Group work |
| Publisher | John Benjamins |
| Year | 2018 |
| Language | English |
| City | Amsterdam |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 107–128 |
| URL | Link |
| DOI | 10.1075/pbns.295.06kun |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Conversation Analysis and Language Alternation: Capturing transitions in the classroom |
| Chapter | |
Abstract
This conversation analytic study explores the language alternation patterns enacted by students of Italian as a Foreign Language as they engage in planning a classroom presentation. The data consist of 13 planning sessions conducted by two groups of students enrolled in a third semester course and two groups of students enrolled in a sixth semester course at a US university. The analysis shows how the participants achieve a local interactional order (Cromdal 2005) where the alternation between the L1 and the L2 embodies the distinction between planning process (in L1-English) and planning product (in L2-Italian) and achieves the transition between such components of the planning activity. Overall, the study demonstrates that language alternation is a discursive skill that constitutes a resource for planning for students at different proficiency levels.
Notes
