TY - JOUR
T1 - Language learning at the dinner table
T2 - Two case studies of French homestays
AU - Kinginger, Celeste
AU - Carnine, Julia
N1 - Funding Information:
We gratefully acknowledge support for this research from ACTFL's Research Priorities grant program and the constructive critique we received from four anonymous reviewers. Sincere thanks are also due to our participants, both students and hosts, who generously shared their experiences and opened their homes to research inquiry.
Publisher Copyright:
© 2019 American Council on the Teaching of Foreign Languages
PY - 2019/12/1
Y1 - 2019/12/1
N2 - Drawing on Vygotsky's insights on the sociocultural origins of development, we examine the French homestay as a site for learning, with a focus on the dinner table. Based on audio recordings of mealtime interactions, interviews, and field notes, we present two case studies of French language learners and their host families. “Amelia” lived for one semester with an “empty nest” couple whose prior experience of interacting with learners had shaped a distinct folk pedagogical style. “Irène” was hosted for a full academic year by a family of four; over the course of the year, her hosts continually and explicitly assisted her involvement in multiparty family talk thus fostering Irène's ability to display a locally appropriate participatory conversational style. Our findings underscore the importance of attending to the host family's role and contribute to the evidence suggesting that communicative repertoires emerge from, and are shaped by, particular experiences of communication.
AB - Drawing on Vygotsky's insights on the sociocultural origins of development, we examine the French homestay as a site for learning, with a focus on the dinner table. Based on audio recordings of mealtime interactions, interviews, and field notes, we present two case studies of French language learners and their host families. “Amelia” lived for one semester with an “empty nest” couple whose prior experience of interacting with learners had shaped a distinct folk pedagogical style. “Irène” was hosted for a full academic year by a family of four; over the course of the year, her hosts continually and explicitly assisted her involvement in multiparty family talk thus fostering Irène's ability to display a locally appropriate participatory conversational style. Our findings underscore the importance of attending to the host family's role and contribute to the evidence suggesting that communicative repertoires emerge from, and are shaped by, particular experiences of communication.
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U2 - 10.1111/flan.12431
DO - 10.1111/flan.12431
M3 - Article
AN - SCOPUS:85074838672
SN - 0015-718X
VL - 52
SP - 850
EP - 872
JO - Foreign Language Annals
JF - Foreign Language Annals
IS - 4
ER -