The effect of dyad type on collaboration: Interactions among heritage and second language learners

Laura C. Walls ^[1]
1. [1] University of Nebraska at Omaha
  
  University of Nebraska at Omaha
  
  City of Omaha, Estados Unidos
Localización: Foreign language annals, ISSN 0015-718X, Vol. 51, Nº. 3, 2018, págs. 638-657
Idioma: inglés
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Resumen
- This study investigated the dynamics between matched heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL‐L2L dyads in the Spanish L2 classroom. Data come from 15‐minute video recordings of 16 dyads, including four HLL–HLL, four L2L–L2L, and eight HLL–L2L dyads that were collected during collaborative writing activities in level 1 and 2 classes at a community college in southern California. Dyads’ interactions were analyzed and then categorized according to the predominant characteristics of each dyad: collaborative, cooperative, dominant–passive, and expert–novice. Key findings demonstrate that matched dyads worked collaboratively and provided more opportunities for language learning than mixed dyads. Pedagogical implications are pinpointed, and possible ways in which dyads can function more effectively are discussed.