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Conference Paper: Language Play in L2 Junior Secondary Science Classroom Talk
Title | Language Play in L2 Junior Secondary Science Classroom Talk |
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Authors | |
Issue Date | 2017 |
Publisher | British Association for Applied Linguistics. |
Citation | The 50th Anniversary Meeting of the British Association for Applied Linguistics, Leeds, UK, 31 August - 2 September 2017, p. 140 How to Cite? |
Abstract | Language play takes a salient role in engaging learners in incidental second language (L2) acquisition
(Cook, 2000; Tarpey, 2007). Learners are more eager to experiment with L2 talk in contexts that are
conducive to risk-taking, humour and fun. This is particularly valid in subject classrooms where
content knowledge, for example, Science, is acquired in an L2. Learners articulate what they know
with their linguistic resources, sometimes creatively, though this may appear inadequate or errorful. In
a sense, learners’ language use, at times with L1 influence, might reflect their conceptual
misunderstanding of the subject content. Key questions are: Can teachers bring learners’ attention to
conceptual ambiguity, if any, arising from language play; and most significantly, take this opportunity
to co-construct subject knowledge with learners in the right language?
This paper explores the implications of language play in junior secondary English medium Science
classroom talk in Hong Kong (HK), in relation to subject content and L2 learning. While Cantonese is
the dominant mother tongue in HK, Science learning in English is considered challenging both
conceptually and linguistically. This notwithstanding, incidental L2 acquisition through language play
is revealing in the study. Drawing on observational data, I examine multimodal verbal and nonverbal
play and their effects on student-teacher and peer interactions. I then highlight learners’ practice of
code-mixing L1 in L2 Science learning as a coping strategy. This study examines how an awareness
of learners’ language play can prompt Science teachers to provide timely linguistic and/or conceptual
scaffolding to the class. Findings can inform teacher professional development on language
awareness and more broadly, Content and Language Integrated Learning (CLIL).
References:
Cook, G. (2000). Language Play, Language Learning. Oxford University Press.
Tarpey, T. (2007). Language Play: Implications for the Second-Language Learner. The Applied
Linguistics and Language Education Award Winning Papers. 7(2). Teachers College, Columbia
University. |
Persistent Identifier | http://hdl.handle.net/10722/249533 |
DC Field | Value | Language |
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dc.contributor.author | Poon, S | - |
dc.date.accessioned | 2017-11-21T03:03:34Z | - |
dc.date.available | 2017-11-21T03:03:34Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | The 50th Anniversary Meeting of the British Association for Applied Linguistics, Leeds, UK, 31 August - 2 September 2017, p. 140 | - |
dc.identifier.uri | http://hdl.handle.net/10722/249533 | - |
dc.description.abstract | Language play takes a salient role in engaging learners in incidental second language (L2) acquisition (Cook, 2000; Tarpey, 2007). Learners are more eager to experiment with L2 talk in contexts that are conducive to risk-taking, humour and fun. This is particularly valid in subject classrooms where content knowledge, for example, Science, is acquired in an L2. Learners articulate what they know with their linguistic resources, sometimes creatively, though this may appear inadequate or errorful. In a sense, learners’ language use, at times with L1 influence, might reflect their conceptual misunderstanding of the subject content. Key questions are: Can teachers bring learners’ attention to conceptual ambiguity, if any, arising from language play; and most significantly, take this opportunity to co-construct subject knowledge with learners in the right language? This paper explores the implications of language play in junior secondary English medium Science classroom talk in Hong Kong (HK), in relation to subject content and L2 learning. While Cantonese is the dominant mother tongue in HK, Science learning in English is considered challenging both conceptually and linguistically. This notwithstanding, incidental L2 acquisition through language play is revealing in the study. Drawing on observational data, I examine multimodal verbal and nonverbal play and their effects on student-teacher and peer interactions. I then highlight learners’ practice of code-mixing L1 in L2 Science learning as a coping strategy. This study examines how an awareness of learners’ language play can prompt Science teachers to provide timely linguistic and/or conceptual scaffolding to the class. Findings can inform teacher professional development on language awareness and more broadly, Content and Language Integrated Learning (CLIL). References: Cook, G. (2000). Language Play, Language Learning. Oxford University Press. Tarpey, T. (2007). Language Play: Implications for the Second-Language Learner. The Applied Linguistics and Language Education Award Winning Papers. 7(2). Teachers College, Columbia University. | - |
dc.language | eng | - |
dc.publisher | British Association for Applied Linguistics. | - |
dc.relation.ispartof | The 50th Anniversary Meeting of the British Association for Applied Linguistics, BAAL 2017 | - |
dc.title | Language Play in L2 Junior Secondary Science Classroom Talk | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Poon, S: scarletws@hku.hk | - |
dc.identifier.authority | Poon, S=rp02332 | - |
dc.identifier.hkuros | 283080 | - |
dc.identifier.spage | 140 | - |
dc.identifier.epage | 140 | - |
dc.publisher.place | Leeds, UK | - |