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Article
The Code-Switching Dimension of Guided Fantasies in Young Learner L2 Classroom
Author(s)
Joanna Zawodniak
Full-Text PDF
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DOI:10.17265/2159-5836/2015.10.008
Affiliation(s)
University of Zielona Góra, Zielona Góra, Poland
ABSTRACT
The paper reports on a study of young L2 (second language) English learners’ dual code use as activated through a series of specially designed guided fantasies. The original concept of guided fantasies as a monolingually organised relaxation technique was extended to the area of bilingual reception and production. The goal was to examine the relationship between child imaginative faculty and a tendency to transfer understandings across the L1 (first language) and L2. The research consisted in exposing a class of 10 nine-year-old children to eight guided fantasies expected to playfully attract their conscious attention to language properties and enable them to profit from L1 knowledge in L2 learning. The data were collected through the heuristically oriented qualitative study drawing on participant observation accompanied by field notes and recordings of student behaviours. The findings highlighted guided fantasies in their redefined form as a useful tool for encouraging young learners to rely on L1 competence in making sense of L2 underlying principles.
KEYWORDS
code-switching, guided fantasies, cognitive sponge, interdependence hypothesis, cognitive structuring, engagement with language
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References
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Wadsworth, B. J. (1996). Piaget’s theory of cognitive and affective development: Foundations of constructivism. New York: Longman.
Wagner, D. A. (1993). Literacy, culture and development: Becoming literate in Morocco. Cambridge: Cambridge University Press.
Zawodniak, J. (2013). Language mosaic and its place in developing young L2 learner operational thought. Lingwistyka Stosowana, 8, 165-175.
Antón, M., & DiCamilla, P. J. (1999). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The Modern Language Journal, 83, 233-247.
Bialystok, E. (Ed.). (1991). Language processing in bilingual children. Cambridge: Cambridge University Press.
Bialystok, E. (2009). The good, the bad, and the indifferent. Bilingualism and Cognition, 12, 3-11.
Brewster, J., Ellis, G., & Girard, D. (2003). The primary English teacher’s guide. Harlow, Essex: Pearson Education Limited.
Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering, and understanding. In J. H. Flavell and E. M. Markman (Eds.), Handbook of child psychology: Vol. 3. Cognitive development (pp. 77-166). New York: Wiley.
Chavez, M. (2003). The diglossic foreign language classroom. In C. Blyth (Ed.), The sociolinguistics of foreign-language classrooms: Contributions of the native, the near-native, and the non-native speaker (pp. 163-208). Boston, MA: Heinle.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning and instruction. Esays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Erlbaum.
Cummins, J. (1978). Bilingualism and the development of metalinguistic awareness. Journal of Cross-Cultural Psychology, 9, 131-149.
Cummins, J. (2000). Language power and pedagogy: Bilingual children in the crossfire. Bristol: Multilingual Matters.
Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10, 221-241.
Datta, M. (2007). Bilinguality and literacy: Principles and practice. London: Continuum.
Gallimore, R., & Tharp, R. (1997). Teaching mind in society: Teaching, schooling, and literate discourse. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 175-205). Cambridge: Cambridge University Press.
Gregory, E., & Williams, A. (2000). City literacies: Learning to read across generations and cultures. London: Routledge.
James, C. (1996). A cross-linguistic approach to language awareness. Language Awareness, 5, 138-148.
Kramsch, C. (1998). The privilege of the intercultural speaker. In M. Byram and M. Fleming (Eds.), Language learning in intercultural perspective: Approaches through drama and ethnography (pp. 16-31). Cambridge: Cambridge University Press.
Kulick, D., & Stroud, C. (1993). Conceptions and use of literacy in a Papua New Guinean village. In B. V. Street (Ed.), Cross-cultural approaches to literacy (pp. 25-61). Cambridge: Cambridge University Press.
Liebscher, G., & Dailey-O’Cain, J. (2004). Learner code-switching in the content-based foreign language classroom. Canadian Modern Language Review/La revue canadienne des langues vivantes, 60, 501-525.
Levine, G. S. (2011). Code choice in the language classroom. Bristol: Multilingual Matters.
Lyster, R., Collins, L., & Ballinger, S. (2009). Linking languages through a bilingual read-aloud project. Language Awareness, 18, 366-383.
Macaro, E. (2001). Analyzing student teachers’ code-switching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85, 531-548.
Mor–Sommerfeld, A. (2002). Language mosaic: Developing literacy in a second-new language—A new perspective. Reading, Literacy and Language, 36, 99-105.
Ortega, L. (2010). The bilingual turn in SLA: Plenary address at the American Association for Applied Linguistics conference. Atlanta, GA.
Pennington, M. (1996). Cross-language effects in biliteracy. Language and Education, 10, 254-272.
Revell, J., & Norman, S. (1997). In your hands: NLP in ELT. London: Saffire Press.
Phillips, S. (2002). Drama with children. Oxford: Oxford University Press.
Scardamalia, M., & Bereiter, C. (1985). Fostering the development of self-regulation in children’s knowledge processing. In S. F. Chipman, J. W. Segal, and R. Glaser (Eds.), Thinking and learning skills. Vol. 2: Research and open questions (pp. 563-577). Hillsdale, NJ: Erlbaum.
Scott, A. W., & Ytreberg, L. H. (2000). Teaching English to children. Harlow, Essex: Pearson Education Limited.
Sternberg, R. J., & Spear-Swerling, L. (1996). Teaching for thinking. Washington, DC: American Psychological Association.
Svalberg, A. M. L. (2009). Engagement with language: Interrogating a construct. Language Awareness, 18, 242-258.
Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37, 285-304.
Vale, D., & Feunteun, A. (1996). Teaching children English. Cambridge: Cambridge University Press.
Verhoeven, L. T. (1994). Transfer in bilingual development: The linguistic interdependence hypothesis revisited. Language Learning, 44, 381-415.
Verhoeven, L. T. (1999). Second language reading. In D. A. Wagner, R. Venezky, and B. Street (Eds.), Literacy: An international handbook. Oxford: Westview.
Wadsworth, B. J. (1996). Piaget’s theory of cognitive and affective development: Foundations of constructivism. New York: Longman.
Wagner, D. A. (1993). Literacy, culture and development: Becoming literate in Morocco. Cambridge: Cambridge University Press.
Zawodniak, J. (2013). Language mosaic and its place in developing young L2 learner operational thought. Lingwistyka Stosowana, 8, 165-175.