Language play and language learning: Creating zones of proximal development in a third-grade multilingual classroom

Ana C Iddings, Steven G. McCafferty

Research output: Chapter in Book/Report/Conference proceedingChapter

7 Citations (Scopus)

Abstract

Many studies attest to the importance of language play in first-language development; few investigations, however, have explored the relationship between language play and second-language (L2) learning, particularly with respect to children. In the study described in this chapter we investigated how language play created zones of proximal development (ZPD) for L2 learning in circumstances in which a Brazilian student with no language background in either English or Spanish entered a third-grade class in which all of the other students spoke Spanish as their first language. We were interested in gaining insights into the role of language play in developing metalinguistic awareness/knowledge and in affording meaning making through the creation of semiotic systems. In analyzing the data we followed the premises of activity theory and microgenesis, in addition to Newman and Holzman's (1993) perspective of Vygotsky's construct of the ZPD, which emphasizes transformational and revolutionary aspects of learning.

Original languageEnglish (US)
Title of host publicationLanguage in Use: Georgetown University Round Table on Languages and Linguistics series
PublisherGeorgetown University Press
Pages112-122
Number of pages11
ISBN (Print)9781589010444
StatePublished - 2005
Externally publishedYes

Fingerprint

classroom
language
learning
Language Acquisition
Language
Zone of Proximal Development
semiotics
student
L2 Learning

ASJC Scopus subject areas

  • Social Sciences(all)
  • Arts and Humanities(all)

Cite this

Iddings, A. C., & McCafferty, S. G. (2005). Language play and language learning: Creating zones of proximal development in a third-grade multilingual classroom. In Language in Use: Georgetown University Round Table on Languages and Linguistics series (pp. 112-122). Georgetown University Press.

Language play and language learning : Creating zones of proximal development in a third-grade multilingual classroom. / Iddings, Ana C; McCafferty, Steven G.

Language in Use: Georgetown University Round Table on Languages and Linguistics series. Georgetown University Press, 2005. p. 112-122.

Research output: Chapter in Book/Report/Conference proceedingChapter

Iddings, AC & McCafferty, SG 2005, Language play and language learning: Creating zones of proximal development in a third-grade multilingual classroom. in Language in Use: Georgetown University Round Table on Languages and Linguistics series. Georgetown University Press, pp. 112-122.
Iddings AC, McCafferty SG. Language play and language learning: Creating zones of proximal development in a third-grade multilingual classroom. In Language in Use: Georgetown University Round Table on Languages and Linguistics series. Georgetown University Press. 2005. p. 112-122
Iddings, Ana C ; McCafferty, Steven G. / Language play and language learning : Creating zones of proximal development in a third-grade multilingual classroom. Language in Use: Georgetown University Round Table on Languages and Linguistics series. Georgetown University Press, 2005. pp. 112-122
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