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Mexican Heritage ELL and Native English Speaker Interaction: A Case Study of Tandem Language Learning Strategies

Mexican Heritage ELL and Native English Speaker Interaction: A Case Study of Tandem Language Learning Strategies

Lisa Winstead
Copyright: © 2019 |Pages: 31
ISBN13: 9781522576631|ISBN10: 1522576630|EISBN13: 9781522576648
DOI: 10.4018/978-1-5225-7663-1.ch055
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MLA

Winstead, Lisa. "Mexican Heritage ELL and Native English Speaker Interaction: A Case Study of Tandem Language Learning Strategies." Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 1147-1177. https://doi.org/10.4018/978-1-5225-7663-1.ch055

APA

Winstead, L. (2019). Mexican Heritage ELL and Native English Speaker Interaction: A Case Study of Tandem Language Learning Strategies. In I. Management Association (Ed.), Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications (pp. 1147-1177). IGI Global. https://doi.org/10.4018/978-1-5225-7663-1.ch055

Chicago

Winstead, Lisa. "Mexican Heritage ELL and Native English Speaker Interaction: A Case Study of Tandem Language Learning Strategies." In Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1147-1177. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7663-1.ch055

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Abstract

This case study explores 1) the potential of a dual language program that provides an English Language Learner (ELL) and a Spanish Learner (SL) with opportunities to engage in authentic as well as mutual language exchange; and, 2) the multiple types of language strategies employed by adolescents to teach and learn language from one another in tandem learning situations. Findings from a transcription analysis of 12 English and Spanish videotaped sessions of one dyad reveal novel and in depth information about strategies utilized in compensatory, administrative, and social ways to extend the flow of communication in tandem learning. Findings indicate that tandem language learning not only provides a space for language learners to engage in plural strategies to promote teaching and learning, but also learner metacognition when peer learners employ interlingual and plurilingual measures to compensate for language gaps. Implications for the study of online tandem language learning are also highlighted.

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