ERIC Number: EJ1190003
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0015-718X
EISSN: N/A
The Effect of Dyad Type on Collaboration: Interactions among Heritage and Second Language Learners
Walls, Laura C.
Foreign Language Annals, v51 n3 p638-657 Fall 2018
This study investigated the dynamics between matched heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL-L2L dyads in the Spanish L2 classroom. Data come from 15-minute video recordings of 16 dyads, including four HLL-HLL, four L2L-L2L, and eight HLL-L2L dyads that were collected during collaborative writing activities in level 1 and 2 classes at a community college in southern California. Dyads' interactions were analyzed and then categorized according to the predominant characteristics of each dyad: collaborative, cooperative, dominant-passive, and expert-novice. Key findings demonstrate that matched dyads worked collaboratively and provided more opportunities for language learning than mixed dyads. Pedagogical implications are pinpointed, and possible ways in which dyads can function more effectively are discussed.
Descriptors: Second Language Learning, Heritage Education, Collaborative Writing, Community Colleges, Teaching Methods, Two Year College Students, Video Technology, Spanish, Writing Instruction, Classification, Group Dynamics, Native Speakers, Second Language Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A