“Pero yo también estoy aprendiendo”: Negotiating expert and novice positions in heritage–second language learner interaction,The Modern Language Journal

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“Pero yo también estoy aprendiendo”: Negotiating expert and novice positions in heritage–second language learner interaction
The Modern Language Journal ( IF 4.7 ) Pub Date : 2023-11-09 , DOI: 10.1111/modl.12882
Ana Fernández–Dobao ₁

Affiliation

Drawing on positioning theory and Vygotsky's sociocultural theory of mind, this study analyzes the discursive processes through which expert and novice positions are negotiated in heritage–second language (HL–L2) learner interaction. It examines how positioning practices shape collaboration between HL and L2 learners, determining what types of learning opportunities are created and for whom. Data was collected in a high-intermediate Spanish language class with 8 HL and 10 L2 learners. As part of their regular course activities, learners completed four collaborative writing tasks in mixed dyads. Three HL–L2 interactions were selected as case studies. The combined analysis of discursive positioning, patterns of interaction, and language-related episodes showed how expert positions, often assigned to HL learners due to their heritage speaker status, constrain these learners’ access to the linguistic feedback and help needed for HL development. When pre-established conceptions of linguistic expertise are challenged and HL learners are positioned as language learners, with knowledge to gain, and their L2 partners as equal peers, with knowledge to share, opportunities for HL development expand. The article discusses the research and pedagogical implications of these findings.

中文翻译：

“Pero yo también estoy aprendiendo”：在遗产与第二语言学习者互动中谈判专家和新手的立场

本研究借鉴定位理论和维果茨基的社会文化心理理论，分析了在传统语言与第二语言（HL-L2）学习者互动中专家和新手协商立场的话语过程。它研究了定位实践如何塑造 HL 和 L2 学习者之间的协作，确定创建什么类型的学习机会以及为谁创建学习机会。数据收集于一个高中级西班牙语课程，有 8 名 HL 学习者和 10 名 L2 学习者。作为常规课程活动的一部分，学习者以混合方式完成了四项协作写作任务。选择三个 HL-L2 相互作用作为案例研究。对话语定位、互动模式和语言相关事件的综合分析表明，由于 HL 学习者的传统演讲者身份，通常分配给 HL 学习者的专家职位如何限制了这些学习者获得 HL 发展所需的语言反馈和帮助。当预先建立的语言专业知识概念受到挑战，并且 HL 学习者被定位为语言学习者，可以获取知识，而他们的 L2 伙伴被定位为平等的同伴，可以分享知识时，HL 发展的机会就会扩大。本文讨论了这些发现的研究和教学意义。

更新日期：2023-11-09

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