Difference between revisions of "HazelWagner2015"
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|BibType=INCOLLECTION | |BibType=INCOLLECTION | ||
|Author(s)=Spencer Hazel; Johannes Wagner | |Author(s)=Spencer Hazel; Johannes Wagner | ||
| − | |Title=L2 and L3 | + | |Title=L2 and L3 integrated learning: lingua franca use in learning an additional language in the classroom |
| − | |Editor(s)=Christopher J. Jenks; Paul Seedhouse; | + | |Editor(s)=Christopher J. Jenks; Paul Seedhouse; |
| − | |Tag(s)=EMCA; Danish; Second language acquisition; Classroom interactions; Lingua franca; | + | |Tag(s)=EMCA; Danish; Second language acquisition; Classroom interactions; Lingua franca; |
|Key=HazelWagner2015 | |Key=HazelWagner2015 | ||
| + | |Publisher=Palgrave Macmillan | ||
|Year=2015 | |Year=2015 | ||
| + | |Language=English | ||
| + | |Address=London | ||
|Booktitle=International Perspectives on ELT Classroom Interaction | |Booktitle=International Perspectives on ELT Classroom Interaction | ||
| − | |Pages= | + | |Pages=149–167 |
|URL=http://link.springer.com/chapter/10.1057/9781137340733_9 | |URL=http://link.springer.com/chapter/10.1057/9781137340733_9 | ||
|DOI=10.1057/9781137340733_9 | |DOI=10.1057/9781137340733_9 | ||
| − | |Abstract=This study offers an empirical account of the use of English in Danish-as-aforeign- language classroom settings. We will refer to English as the lingua franca – which in itself is a second language for the majority of the participants in the data – and to Danish as the target language. We consider implications of lingua franca interaction in target language classroom interactions, and show how in sequences where participants orient to linguistic issues in the target language, for example grammatical forms or lexical items, they often do this with reference to the lingua franca. | + | |Abstract=This study offers an empirical account of the use of English in Danish-as-aforeign-language classroom settings. We will refer to English as the lingua franca – which in itself is a second language for the majority of the participants in the data – and to Danish as the target language. We consider implications of lingua franca interaction in target language classroom interactions, and show how in sequences where participants orient to linguistic issues in the target language, for example grammatical forms or lexical items, they often do this with reference to the lingua franca. |
| − | |||
}} | }} | ||
Latest revision as of 10:32, 15 December 2019
| HazelWagner2015 | |
|---|---|
| BibType | INCOLLECTION |
| Key | HazelWagner2015 |
| Author(s) | Spencer Hazel, Johannes Wagner |
| Title | L2 and L3 integrated learning: lingua franca use in learning an additional language in the classroom |
| Editor(s) | Christopher J. Jenks, Paul Seedhouse |
| Tag(s) | EMCA, Danish, Second language acquisition, Classroom interactions, Lingua franca |
| Publisher | Palgrave Macmillan |
| Year | 2015 |
| Language | English |
| City | London |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 149–167 |
| URL | Link |
| DOI | 10.1057/9781137340733_9 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | International Perspectives on ELT Classroom Interaction |
| Chapter | |
Abstract
This study offers an empirical account of the use of English in Danish-as-aforeign-language classroom settings. We will refer to English as the lingua franca – which in itself is a second language for the majority of the participants in the data – and to Danish as the target language. We consider implications of lingua franca interaction in target language classroom interactions, and show how in sequences where participants orient to linguistic issues in the target language, for example grammatical forms or lexical items, they often do this with reference to the lingua franca.
Notes
