Peer Interaction Case Study

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2.2 Peer interaction: reconsidering my fellow potential
In the above cited article (Norton, 1997) we can find the case of Mai, an interview which is particularly revealing in terms of motivation. Mai is an immigrant girl living in English speaking country. She explained that after attended to a 6 months-ESL intensive course, after achieving successfully some expected goals, she continued with an ordinary course. Mai had to do a big effort after working long hours to attend to this course. So, it could be said that her motivation was considerably high. However, she expressed an enormous frustration because despite all the sacrifices she was meant to do, she ended up learning “nothing at all”. Her reflection, as the reflection of many L2 students, …show more content…

Not only by listening a teacher or a fellow, students will be able to define themselves in such terms. The communication needs to be meaningful in order to engage them in the conversation. Something which is already quite difficult in an L2 adult class where all are immigrants and need the L2 as a lingua franca, becomes extremely difficult when students are in a L2 class in their home country with the possibility of speaking their L1/mother tongue freely after the class. That is one of the keys why peer interaction is not believed as an effective method among L2 …show more content…

It is the moment when the language becomes the subject and the object of study. This connection will help in the L2 learner’s language identity, contemplating and performing different roles from the new culture, no matter how far the geo-localization of this culture is. As Bauman explained in his essay Language, identity and performance (2000) about the Czech culture in folk life festivals, with dance and performance, could be perfectly translated to English language and culture: “Czech culture is enacted, embodied, and placed on display. [...] Such performance then represents for participants an arena for the display, contemplation, and manipulation of salient elements, practice and relationships that allow language to serve as resource for the expression of identity

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