Introduction: On the Complex Ecology of Language Learning ‘in the Wild’

Eskildsen, Søren Wind; Doehler, Simona Pekarek; Piirainen–Marsh, Arja; Hellermann, John

doi:10.1007/978-3-030-22165-2_1

Cited by 9 publications

(4 citation statements)

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“…Brouwer (2003) has argued that repair practices isolate troublesome elements of talk and thereby make them available for verbal operations that eventually foster learning. Since then, a significant number of publications have argued for the relevance of word search practices in meaningful second language interactions (as the most recent, see Eskildsen, 2019; Greer, 2019a; Pekarek Doehler and Berger, 2019). Trouble within talk can be addressed in a number of ways.…”

Section: Theoretical Background and Methodologymentioning

confidence: 99%

The interactional ecology of homestay experiences: Locating input within participation and membership

Greer

Wagner²

2021

Second Language Research

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Study abroad homestays are generally assumed to provide visitors with opportunities to learn language ‘in the wild’ by participating in the host family’s everyday life. Ultimately such participation is accomplished via individual episodes of interaction as the visitor is socialized into the family’s mundane routines and rituals. Building on research into second language interaction in the lifeworlds of learners beyond the classroom, this study considers (1) how interactants in one homestay context draw on a range of ecologically available resources to co-accomplish participation and membership, and (2) how such participation affords the guest with an expanding repertoire of resources, including linguistic elements and new participatory practices. The study uses multimodal conversation analysis (CA) to discuss two extended extracts from naturally occurring interaction collected between a novice L2 English speaker and his homestay family. The analysis suggests that language learning is more complex than the mere provision of linguistic input: new lexical items and practices emerge within the interactants’ respective lifeworlds in relation to locally situated contingencies, and can be occasioned and explained via recourse to a range of material and embodied affordances beyond just language. Input, therefore, is sequentially and ecologically located in the broader business of an ongoing collective sociality and primarily serves the two key interactional imperatives of progressivity and intersubjectivity.

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Section: Theoretical Background and Methodologymentioning

confidence: 99%

The interactional ecology of homestay experiences: Locating input within participation and membership

Greer

Wagner²

2021

Second Language Research

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“…transmitted from teacher to student (e.g., Author, 2005;McIvor, 2020;Nicholas, 2009;Pennycook, 2017). Language is multimodal practice, something that we 'do', drawing on a wide variety of semiotic and material resources available for meaning-making in everyday interaction (Canagarajah, 2018;Erickson, 2017;Eskildsen et al, 2019;Goodwin, 2013Goodwin, , 2018. We use language to 'build' things in the social and material world (Streeck et al, 2011) such as identity, membership, inquiry, and knowledge (Canagarajah, 2018;Gee, 2000;Meek, 2007;Nicholas, 2009;Pennycook, 2017), and to express and resist socially and historically situated power dynamics (Norton & Toohey, 2011).…”

Section: Theoretical Framework and Research Questionsmentioning

confidence: 99%

Relationality and Ojibwemowin^†in Forest Walks: Learning from Multimodal Interaction about Land and Language

Hermes

Engman

Meixi

et al. 2022

Cognition and Instruction

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Indigenous language reclamation efforts are pushing academic ideas of what language is to be accountable to Indigenous epistemologies. Simultaneously, as our Indigenous languages grow, we (academics) are pushed to grow beyond the boundaries of disciplines. Categories of "language" and "land" have been segregated by this colonial structure. In this study, as we bring them together, we seek to describe what the ontology in play looks like. We argue that as reclamation efforts successfully grow more young speakers, we are able to push against colonial constructs of learning when we witness learning in the context of movement, land and intergenerational interactions. In this article, we closely examine episodes from three walks taken from a broader corpus of walks ( 14), to describe how one Elder walking with groups of two children constructed knowledge and joint meaning making in the Ojibwe language while walking on Ojibwe lands. We take seriously the idea that there is an Indigenous epistemology at work in these cultural ecologies, one that sees humans as a part of the natural world, at play on the walks. Here we describe specifically what this looks like in the moment to moment interactions, and how we read these constellations of cultural practices as an apprenticeship into sustaining relationships with land.

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“…While early studies of such learning behaviours (Markee 2008) largely focus on repair, recent research draws attention to a range of other features, such as referential practices (Kim 2012), noticings (Greer 2019, Eskildsen 2019) and reindexing previously learned items (Eskildsen 2018(Eskildsen , 2019, see also Jakonen 2018) as local resources in learning activity. Greer (2019) shows how participants in L2 interaction orient to learning in sequences where they notice and pay explicit attention to new lexical items that occur in the preceding talk or are visible in the physical environment.…”

Section: How Do Everyday Interactions Create Occasions For Learning?mentioning

confidence: 99%

Learning to Act in the Social World

Piirainen–Marsh¹,

Lilja²

2022

The Routledge Handbook of Language Learning and Teaching Beyond the Classroom

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This chapter discusses how everyday interactions in second language speakers' daily life provide occasions for language learning and how language use experiences can be utilised in developing L2 pedagogy. It shows how the conversation analytical approach to language learning has reshaped understanding of objects of learning and the learning process.Empirical studied in this field illustrate how language learning materializes in contingent interaction in specific activities and their ecologies. We present examples of research-based pedagogical initiatives for supporting out-of-classroom learning and conclude by discussing future directions in the field.

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Introduction: On the Complex Ecology of Language Learning ‘in the Wild’

Cited by 9 publications

References 100 publications

The interactional ecology of homestay experiences: Locating input within participation and membership

The interactional ecology of homestay experiences: Locating input within participation and membership

Relationality and Ojibwemowin^†in Forest Walks: Learning from Multimodal Interaction about Land and Language

Learning to Act in the Social World

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Introduction: On the Complex Ecology of Language Learning ‘in the Wild’

Cited by 9 publications

References 100 publications

The interactional ecology of homestay experiences: Locating input within participation and membership

The interactional ecology of homestay experiences: Locating input within participation and membership

Relationality and Ojibwemowin†in Forest Walks: Learning from Multimodal Interaction about Land and Language

Learning to Act in the Social World

Contact Info

Product

Resources

About

Relationality and Ojibwemowin^†in Forest Walks: Learning from Multimodal Interaction about Land and Language