Tracer la procéduralisation dans le contexte interactionnel et multimodal d’une classe d’immersion
Content-based language learning in its various forms continues to evolve as a highly effective way of acquiring a second language. This paper adopts a sociocognitive perspective, anchored in the Vygostkyan school of thought and drawing also on the field of cognitive sciences, to explore how second l...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
ACEDLE
2015-12-01
|
| Series: | Recherches en didactique des langues et des cultures |
| Subjects: | |
| Online Access: | https://journals.openedition.org/rdlc/1004 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850111136658096128 |
|---|---|
| author | Nathalie Blanc Peter Griggs |
| author_facet | Nathalie Blanc Peter Griggs |
| author_sort | Nathalie Blanc |
| collection | DOAJ |
| description | Content-based language learning in its various forms continues to evolve as a highly effective way of acquiring a second language. This paper adopts a sociocognitive perspective, anchored in the Vygostkyan school of thought and drawing also on the field of cognitive sciences, to explore how second language skills are developed in this learning context through the interplay and the reciprocal structuring of language use and the processing of content knowledge. The study is based on a video corpus of a class of 9 year-old students carrying out a science project in a French Immersion School in Minnesota. In order to trace this process of proceduralisation, we combine quantitative and qualitative methods of analysis. The study focuses on short pre-classified sequences of transcribed video recordings in which prototypical constructions are recycled in different multimodal discourse contexts. Then, drawing on techniques of discourse and conversational analysis, the study explores more deeply how the interplay between the multimodal components of the different discourse settings contributes to the development of language skills. |
| format | Article |
| id | doaj-art-e9b417f0531e486baf2fccaffa479bda |
| institution | OA Journals |
| issn | 1958-5772 |
| language | English |
| publishDate | 2015-12-01 |
| publisher | ACEDLE |
| record_format | Article |
| series | Recherches en didactique des langues et des cultures |
| spelling | doaj-art-e9b417f0531e486baf2fccaffa479bda2025-08-20T02:37:41ZengACEDLERecherches en didactique des langues et des cultures1958-57722015-12-0112310.4000/rdlc.1004Tracer la procéduralisation dans le contexte interactionnel et multimodal d’une classe d’immersionNathalie BlancPeter GriggsContent-based language learning in its various forms continues to evolve as a highly effective way of acquiring a second language. This paper adopts a sociocognitive perspective, anchored in the Vygostkyan school of thought and drawing also on the field of cognitive sciences, to explore how second language skills are developed in this learning context through the interplay and the reciprocal structuring of language use and the processing of content knowledge. The study is based on a video corpus of a class of 9 year-old students carrying out a science project in a French Immersion School in Minnesota. In order to trace this process of proceduralisation, we combine quantitative and qualitative methods of analysis. The study focuses on short pre-classified sequences of transcribed video recordings in which prototypical constructions are recycled in different multimodal discourse contexts. Then, drawing on techniques of discourse and conversational analysis, the study explores more deeply how the interplay between the multimodal components of the different discourse settings contributes to the development of language skills.https://journals.openedition.org/rdlc/1004multimodalityproceduralisationinternalisationconstructionsimmersion classroomacquisition |
| spellingShingle | Nathalie Blanc Peter Griggs Tracer la procéduralisation dans le contexte interactionnel et multimodal d’une classe d’immersion Recherches en didactique des langues et des cultures multimodality proceduralisation internalisation constructions immersion classroom acquisition |
| title | Tracer la procéduralisation dans le contexte interactionnel et multimodal d’une classe d’immersion |
| title_full | Tracer la procéduralisation dans le contexte interactionnel et multimodal d’une classe d’immersion |
| title_fullStr | Tracer la procéduralisation dans le contexte interactionnel et multimodal d’une classe d’immersion |
| title_full_unstemmed | Tracer la procéduralisation dans le contexte interactionnel et multimodal d’une classe d’immersion |
| title_short | Tracer la procéduralisation dans le contexte interactionnel et multimodal d’une classe d’immersion |
| title_sort | tracer la proceduralisation dans le contexte interactionnel et multimodal d une classe d immersion |
| topic | multimodality proceduralisation internalisation constructions immersion classroom acquisition |
| url | https://journals.openedition.org/rdlc/1004 |
| work_keys_str_mv | AT nathalieblanc tracerlaproceduralisationdanslecontexteinteractionneletmultimodalduneclassedimmersion AT petergriggs tracerlaproceduralisationdanslecontexteinteractionneletmultimodalduneclassedimmersion |