Procedural Display and Shadowing in L2 English Lessons: A Look at Korean Kindergarten Classrooms
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This study investigates how young children (5 and 6 years old) participate in L2 English classrooms through in-depth analyses of video recordings taken from kindergarten English lessons in Korea. Of special interests are: the children’s coordination of verbal and nonverbal actions with talk, and how such action types are produced to accomplish participation in a L2 classroom setting from a younger age. The analyses highlight two interactional phenomena of interest for our understanding of the children’s conduct, namely “shadowing” and ‘procedural display”. “Procedural display” refers to a condition in which the children work to appear successful, while minimal learning may be going on. “Shadowing” refers to the carefully tailored delivery of action, which repeats an immediately preceding move of another participant. It is shown how these different types of resources are intertwined, sequentially organized and collaboratively deployed in children’s construction of locally accountable actions to successfully participate in L2 English lessons.
Abstract
This study investigates how young children (5 and 6 years old) participate in L2 English classrooms through in-depth analyses of video recordings taken from kindergarten English lessons in Korea. Of special interests are: the children’s coordination of verbal and nonverbal actions with talk, and how such action types are produced to accomplish participation in a L2 classroom setting from a younger age. The analyses highlight two interactional phenomena of interest for our understanding of the children’s conduct, namely “shadowing” and ‘procedural display”. “Procedural display” refers to a condition in which the children work to appear successful, while minimal learning may be going on. “Shadowing” refers to the carefully tailored delivery of action, which repeats an immediately preceding move of another participant. It is shown how these different types of resources are intertwined, sequentially organized and collaboratively deployed in children’s construction of locally accountable actions to successfully participate in L2 English lessons.
참고문헌 (29)
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