Abstract
In the context of learning French as a second language, the interaction competence is a key skill to build. Our contribution draws from the idea that learners communicate and interact with their interlocutors, for the construction of linguistic and disciplinary knowledge. While teacher-student interactions are the subject of much research, peer-to-peer work is still opaque. From a literacy activity between Grade 6th immersion students, and using a sociolinguistic approach, our contribution shows the mechanisms and strategies of collaborative work used by learners in the resolution of a literacy task.
Original language | French |
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Pages (from-to) | 1-17 |
Number of pages | 17 |
Journal | Language & Literacy |
Volume | 21 |
Issue number | 3 |
DOIs | |
Publication status | Published - 27 Aug 2019 |
Externally published | Yes |
Keywords / Materials (for Non-textual outputs)
- literacy
- interaction competence
- Bilingual Education
- translanguaging