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

• 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
• ISSN: 1362-1688; 1477-0954
• DOI: 10.1177/1362168821994142

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.