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| » Previous Events in this conference cycle: | |||||||||
| » Identities in Transition: The Enkidu Summer Conference 2007 in Teatro Arlequin | |||||||||
| » Testimonial Texts, Stories, Lives and Memories: The Enkidu Summer Conference 2006 in Universidad Pedagógica Nacional (UPN) | |||||||||
| » Competing
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| » Masculinities and Male Sexualities: New Perspectives: The Enkidu Summer Conference, 2004 | |||||||||
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The Enkidu Summer Conference 2008: Storytelling, Memories and Identity Constructions México City, 3 - 7 July, 2008
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The Development of Participation Dyadic Interaction: A Case of Multi-lingual/cultural Children Roberto Gómez Fernández & Maria del Prado Curiel Fernández Department: Language, culture, media and identities Université du Luxembourg Luxembourg This interdisciplinary study investigates the development of Interactional Competence in the specific context of dyadic interactions in between multilingual/cultural children. It uses methods from Conversation Analysis and microethnography. We draw data analysis from a video and audio database throughout Transana software. We analyse the participation (verbal and non-verbal) in the conversation and how Interactional Competence develops over time and what is its relationship to language socialization and language learning. Interactional competence is a complex mechanism formed by several components. We study the development of the participation component, specifically from responding to initiating or peripherical to full participation, and also other kinds of regulation, such as the process from scaffolding to self-regulation or autonomy. These processes are in a scale and learners move in this scale in the process of learning. The context where this study takes place is Luxembourg. This country has a rich and varied cultural, linguistic, and learning situation. It has three official languages: Luxembourgish, French, and German. Other extra-official and widely spoken languages are Portuguese and English. Researching learning in this school context, especially in early ages, it’s complex but challenging. In order to study the Interactional Competence in this complex context we chose a defined setting for better understanding development. Most earlier research on classroom interaction (Edwards & Westgate, 1994; Hicks, 1995) has focused mostly on the teacher’s teaching, and her or his doings during the official lesson (Sahlström, 1994), setting aside an interest in actions more general, in particular action which do not occur in interaction with the teacher (Lacasa, 2001). Other studies researched pair interaction (Hellermann, 2004, 2006) although didn’t address the multilingual component. Pretendemos estudiar estas interacciones entre compañeros, lo que normalmente se ha dejado de lado en estudios anteriores. Dentro de este trabajo en parejas, el que nos interesa más en concreto es el que combina tareas escritas y orales. Por lo tanto, las situaciones que hemos escogido a partir de nuestra base de datos son las siguientes: aquéllas en las que hubiera dos estudiantes luxemburgueses (con familia de origen portugués para asegurar el multilingüismo) en la que se realizara una tarea escrita conjunta en una L3 (alemán) y usaran oralmente la L1 (portugués) y la L2 (luxemburgués), aunque ambas L1 y L2 aquí son prácticamente lenguas maternas. En este complejo escenario, nos hemos centrado en los siguientes aspectos sociales de la participación: 1) los roles desempeñados y el tipo de participación durante la tarea, 2) los momentos en los que se producía “scaffolding” entre el estudiante que se considera “experto” y el “no experto”, 3) identificar las herramientas empleadas durante la interacción y analizarlas como parte de una comunidad de práctica (Wenger, 1998). A través de un análisis detallado de las interacciones en el aula en un contexto multi-lingüe/cultural, este estudio pretende contribuir a entender mejor el aprendizaje de lenguas, en concreto el multilingüe, como un desarrollo en la socialización así como en el desarrollo de la competencia interactiva. About Roberto Gómez Fernández Before his research at the Université de Luxembourg (Plurilingualism, acquisition of languages, applied linguistics) in 2007, Roberto Gómez-Fernández completed a B.A. in Modern Languages at the Universidad de Castilla-La Mancha (ES) where he co-founded, co-edited and co-directed a language & literature review already in six different languages called “Calíope”. He also participated in an Erasmus exchange with the Université Paul Verlaine-Metz (FR) and finished up a Postgraduate Certificate in Education at the Universidad Complutense de Madrid (ES) and followed several courses from the Instituto Cervantes (ES). After his B.A. he studied a M.A. in Teaching Spanish as a Foreign Language at the Universidad de Alcalá (ES) where he received a scholarship to teach and study in the Unites States (USA). He completed another M.A. at the Bowling Green University with special focus on Second Language Acquisition (SLA). He also participated (in relation with the former institution) during the summer semesters in Spain (Universidad de Alcalá) as teacher and in Austria as student. Soon after he received a grant from Georgetown University to complete a Ph.D. in SLA & Spanish. At the same time, he had the opportunity to collaborate with the Center of Applied Linguistics in Washington D.C. as corrector of Spanish examinations. He worked as Research Assistant at Georgetown University for a year before moving back to Europe to research multilingualism. Once in Europe, he has been language assistant at the Lycée Technique des Arts et Métiers and instructor at the Université Paul Verlaine-Metz, before working for the Université du Luxembourg as Research Assistant. He has presented papers in graduate conferences at the Universidad de Extremadura (ES), New York University, University of Kentucky and Ohio State University (USA). He has received grants from the Universidad de Castilla-La Mancha (ES), the "Junta de Comunidades de Castilla-La Mancha" (ES), Bowling Green State University (USA), Georgetown University (USA), the Fonds National de la Recherche Luxembourg (LU) and the Socrates program (both Erasmus and Comenius programs). |
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