| Imprint: |
Routledge, 2021 |
| Abstract: |
This chapter takes a detailed look at the in-class interaction of young language learners as they engage with distanced partners (students in a school in another country), facilitated through Computer-Mediated Communication (CMC). The chapter considers the different ways the teacher and the technology used help scaffold the young learners (ages 7-8) of English as a Foreign Language (EFL) to display interactional competence in the target language. The chapter demonstrates the use of Conversation Analysis (CA) to analyse the interaction in a 'hybrid classroom' that involved physical and virtual participation, in order to identify moments when the learners notice and use linguistic and other semiotic resources to navigate the CMC-supported task. |
| Rights: |
Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.  |
| Language: |
Anglès |
| Document: |
Capítol de llibre ; Versió publicada |
| Published in: |
Plurilingual Classroom Practices and Participation, 2021, p. 149-161, ISBN 9781003169123 |
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