Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context

The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research sugge...

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Bibliographic Details
Published in:Language teaching research : LTR 2023-11, Vol.27 (6), p.1532-1551
Main Authors: Santiago-Garabieta, Maite, García-Carrión, Rocío, Zubiri-Esnaola, Harkaitz, López de Aguileta, Garazi
Format: Article
Language:English
Subjects:
Basque language
Case Studies
Classroom communication
Collaboration
Cooperative Learning
Dialogs (Language)
Dialogue
Foreign Countries
Language
Language Acquisition
Language diversity
Language Minorities
Languages
Learning Processes
Literature
Medium of instruction
Minority languages
Native Language
Official Languages
Second language learning
Secondary education
Secondary School Students
Spanish
Student Attitudes
Students
Teacher Attitudes
Teaching
Teaching Methods
Video Technology
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Summary:The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.
ISSN:1362-1688
1477-0954
DOI:10.1177/1362168821994142