Strengthening Ties to L2Improving Secondary Students’ Attitudes through Dialogic Literary Gatherings.

  1. Santiago-Garabieta, Maite 1
  2. García-Carrión, Rocío 1
  3. Villardón-Gallego, Lourdes 1
  1. 1 Universidad de Deusto
    info

    Universidad de Deusto

    Bilbao, España

    ROR https://ror.org/00ne6sr39

Revista:
International Journal of Educational Psychology: IJEP

ISSN: 2014-3591

Año de publicación: 2022

Título del ejemplar: June

Volumen: 11

Número: 2

Páginas: 182-206

Tipo: Artículo

DOI: 10.17583/IJEP.10050 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: International Journal of Educational Psychology: IJEP

Objetivos de desarrollo sostenible

Resumen

Over the last decades, many efforts have been made to establish the Basque minority language as a normalized language in the Basque Country. Research has shown that language use, language proficiency and attitudes towards language are closely associated. Likewise, the benefit of interactive learning environments for improving language proficiency is well known. However, the effect of such environments on attitudes towards second languages (L2) has been less studied. This article presents a qualitative study that explores the extent to which the implementation of a particular dialogue-based classroom strategy, named Dialogic Literary Gatherings (DLGs), may transform secondary students’ attitudes towards Basque (L2). The DLGs were carried out with 46 secondary education students in the Basque Country. After implementing DLGs, teachers’ interviews and students’ focus groups were conducted and analysed inductively. Results show that participants reported changes in students’ attitudes towards Basque and they related these changes to the dialogical space they experienced during the DLGs, since this created affordances for them to engage in meaningful discussions when speaking in Basque. Implications of the study are discussed.

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