Emergent Multilinguals Learning Languages with the iPad App iTEO: A Study in Primary Schools in Luxembourg

Autor/inn/en	Kirsch, Claudine; Bes Izuel, Asunción
Titel	Emergent Multilinguals Learning Languages with the iPad App iTEO: A Study in Primary Schools in Luxembourg
Quelle	In: Language Learning Journal, 47 (2019) 2, S.204-218 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kirsch, Claudine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2016.1258721
Schlagwörter	Multilingualism; Teaching Methods; Video Technology; Learning Strategies; Personal Autonomy; German; French; Sociocultural Patterns; Learning Theories; Audio Equipment; Elementary School Students; Longitudinal Studies; Oral Language; Computer Software; Peer Relationship; Task Analysis; Handheld Devices; Computer Assisted Instruction; Foreign Countries; Luxembourg + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Individuelle Autonomie; Deutscher; Französisch; Soziokulturelle Theorie; Learning theory; Lerntheorie; Audio-CD; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Oral interpretation; Mündlicher Sprachgebrauch; Peer-Beziehungen; Aufgabenanalyse; Computer based training; Computerunterstützter Unterricht; Ausland
Abstract	The present small-scale study investigates language learning in primary schools in Luxembourg and the ways in which this process is mediated by peers and the iPad app iTEO. This study draws its data from the larger longitudinal qualitative research project iTEO (2013-2017) and is based on 13 hours of audio and video-recordings. The participants are 6-7-year-olds learning German and French. Grounded in sociocultural theory, this paper examines, first, the ways in which the emergent multilingual primary school children scaffold each other's learning of German and French while collaboratively producing oral texts on iTEO and, second, investigates the affordances of this app for learning. The findings show that the children's language learning was mediated by peers, the task and the app. The children used a range of learning and teaching strategies while completing tasks framed by their teacher. iTEO and the task together mobilised the children's resources, encouraged autonomy and promoted discussion about language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01