Language Learning in a Dual Language Classroom: Putting Them Together Is Not Enough

• In Event: Dual Language Instruction Research and Perspective

Abstract

This paper analyzes the small group interactions of 5th grade students enrolled in a dual language program. Qualitative data is used to analyze the formal and informal interactions that center on language learning. The presentation relies on post-structuralist theories of second language acquisition; the theory recognizes the iterative relationship between agents and structures, engaged in context specific, rational decision making, and the socially organized structures in which these decisions are made. The emphasis of this presentation is on student-constructed understandings of their second language learning experiences within the DL classroom. The author concludes that inter-language grouping often lead to poor language learning situations. Intra-language groupings, that often arise informally, offer a supportive and scaffolded learning situation.

Author

• Simeon Martin Stumme, Concordia University - Chicago