Grupos interactivosFomentado interacciones colaborativas en una lengua adicional en un contexto multilingüe

  1. Leire Ugalde 1
  2. Rocío García-Carrión 2
  3. Nahia Intxausti-Intxausti 1
  4. Harkaitz Zubiri-Esnaola 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  2. 2 Universidad de Deusto
    info

    Universidad de Deusto

    Bilbao, España

    ROR https://ror.org/00ne6sr39

Journal:
RISE

ISSN: 2014-3575

Year of publication: 2023

Volume: 12

Issue: 3

Pages: 273-292

Type: Article

DOI: 10.17583/RISE.13257 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: RISE

Abstract

Research has shown that participating in collaborative interactions is essential both for language learning and for effective access to school content, which is even more important in multilingual contexts where a large proportion of students are in schools where the language of instruction is different from the language of the home context. However, research still needs to analyse further educational actions that succeed in generating collaborative interactions under these circumstances. This exploratory study analyses an educational action called Interactive Groups in a multilingual context in which Basque is the language of instruction and is the L2 for most pupils. Using the Communicative Methodology, twenty-one Interactive Groups were video recorded and analysed qualitatively and quantitatively. Two interviews were conducted with teachers, one with a volunteer, seven with students, and two focus groups with students. The results show that collaborative interactions in the target language prevail in these Interactive Groups, which is achieved because both the adult and the students generate a collective scaffolding that (a) encourages focusing on the academic task, (b) neutralises disruptive behaviours and (c) activates solidarity among students to overcome learning difficulties. The educational implications of the results are discussed.

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Data source: Dialnet