“I’m With You on That”: Language-Minority and Language-Majority Adolescents Use Social Inquiry, Solidarity, and Support to Open Space for Language Learning

• In Event: Roundtable Session 5
  In Roundtable Session: Diverse Teaching Processes and Contexts: Looking Closely and Listening Carefully

Abstract

This study examined how language learning is mediated through peer interaction among language-minority and language-majority students who were engaged in collaborative literacy activities in Spanish and English in one high school language exchange program. Data from observations, students’ writing and audio recordings of students’ interactions were analyzed to examine microgenesis (or language learning in the moment) as well as different kinds of language exchange contexts. Findings showed that multilingual youth created a context for language learning as they engaged in social inquiry and supportive discourse moves that opened space for questions about language and future learning. These findings have implications for educators who seek to mobilize students’ linguistic funds of knowledge and expand learning opportunities beyond traditionally segregated language-learning classrooms.

Authors

• Melinda E. Martin-Beltran, University of Maryland - College Park

• Kayra Alvarado Merrills, University of Maryland