New to School and New to Print: Everyday Peer Interaction among Adolescent High School Newcomers

Autor/inn/en	King, Kendall A.; Bigelow, Martha; Hirsi, Abdiasis
Titel	New to School and New to Print: Everyday Peer Interaction among Adolescent High School Newcomers
Quelle	In: International Multilingual Research Journal, 11 (2017) 3, S.137-151 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2017.1328958
Schlagwörter	High School Students; English (Second Language); Second Language Learning; Second Language Instruction; Peer Relationship; Multilingualism; Alphabets; Written Language; Romanization; Observation; Video Technology; Discourse Analysis; Feedback (Response); Literacy Education; Educational Background; Classroom Communication; Learning Activities; Teaching Methods; African Languages; Native Language; Refugees; Teacher Student Relationship; Secondary School Teachers; Minnesota + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Peer-Beziehungen; Mehrsprachigkeit; Multilingualismus; Buchstabenschrift; Geschriebene Sprache; Beobachtung; Diskursanalyse; Vorbildung; Klassengespräch; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Flüchtling; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This article examines everyday classroom peer interaction among emergent multilingual high school students who are new to the United States, new to school, new to English, and new to alphabetic print literacy. Data were collected through observation and video recording within a daily 90-minute, English language and literacy block class over the course of one academic year in a public high school. All students were older adolescents (16-22 years of age) who had recently arrived from East Africa and had extremely limited or no previous formal schooling experiences. Our close analysis of classroom discourse within typical daily routines reveals how students provided feedback, recasts, and support during activities that are often considered to be noninteractive and teacher-led. Concomitantly, we demonstrate how students in some cases did not take up opportunities that were intended to generate peer interaction and to provide opportunities for negotiation of meaning and form. These findings point to the importance of critically examining peer interaction in everyday contexts and suggest the need to expand conceptions of productive activities and the characteristics of peer interaction among students who are new to basic print literacy skills and new to classroom language learning routines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01