Reference : Emergent multilinguals learning languages with the iPad app iTEO: a study in primary ...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Multilingualism and Intercultural Studies
http://hdl.handle.net/10993/29299
Emergent multilinguals learning languages with the iPad app iTEO: a study in primary schools in Luxembourg
English
Kirsch, Claudine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Bes Izuel, Maria Asuncion mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
3-Jan-2017
Language Learning Journal
Routledge
Yes (verified by ORBilu)
International
0957-1736
[en] The iPad app iTEO ; peers ; mediation
[en] The present small-scale study investigates language learning in primary schools in Luxembourg and the ways in which this process is mediated by peers and the iPad app iTEO. This study draws its data from the larger longitudinal qualitative research project iTEO (2013–2017) and is based on 13 hours of audio and video-recordings. The participants are 6–7-year-olds learning German and French. Grounded in sociocultural theory, this paper examines, first, the ways in which the emergent multilingual primary school children scaffold each other’s learning of German and French while collaboratively producing oral texts on iTEO and, second, investigates the affordances of this app for learning. The findings show that the children’s language learning was mediated by peers, the task and the app. The children used a range of learning and teaching strategies while completing tasks framed by their teacher. iTEO and the task together mobilised the children’s resources, encouraged autonomy and promoted discussion about language.
University of Luxembourg - UL ; Ministry of Education / Script
R-AGR-0222 > iTEO2 > 01/05/2014 - 28/02/2017 > KIRSCH Claudine
Researchers ; Professionals ; Students
http://hdl.handle.net/10993/29299
10.1080/09571736.2016.1258721

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