When the gate opens: The interaction between social and linguistic goals in child second language development

“Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149–172). New York, NY: Springer. Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and…”

“Social engagement, too, occupies a central place in language learning (Philp & Duchesne, 2008; van Lier, 2004).”

“Swain (2013) emphasizes the inseparability between emotion and cognition, recognizing the affective dimension as making learning opportunities such as this more salient and memorable (see also Philp & Duchesne, 2008).”

“…of peer interactions and their contributions to additional/second-language learning have been discussed to some extent (Fassler, 1998; Philp & Duchesne, 2008), we still know little about children’s peer cultures and social interactional processes in multilingual early childhood…”

“Despite the apparent utility of child peer interaction, these are by no means blanket effects and other aspects of interaction, including affiliation and social goals, may mediate its potential for learning (Philp, 2016; Philp & Duchesne, 2008; Tognini, Oliver & Philp, 2010).”

“The results from existing research on YLs have revealed that children in both SL and FL contexts benefit linguistically from opportunities to interact, both with native speakers and fellow language learners, whether adults or children (Oliver, 1998, 2009; Philp & Duchesne, 2008).”

“As asserted by Philp and Duchesne (2008), social engagement holds a focal spot in language learning; indeed, the social part of engagement is characterized by considering the societal types of tasks and contributions that are perceptible in networks of learning, including association with…”

“In the process, L2 development can be promoted through peer interaction, with social goals acting to sustain and shape these interactions (Philp and Duchesne 2008, p. 86).”

“Another explanation is that language learning and use are mostly relational and serve important social functions (Philp and Duchesne 2008).”

“…performances over time, locating changes in a richly contextualized description of discursive activities in the classroom (Cekaite, 2007, 2017; Philp & Duchene, 2008). findings The analysis shows that the L2 novices, Nok and Fusi, started off with a “silent period” (an early stage of L2…”

“Moreover, social engagement is linked to affective states (Philp & Duchesne, 2008).”

“However, there are recent studies indicating that children’s second language learning varies at different ages and that research on multilingual children’s communication in diverse environments is needed (Philp & Duchesne, 2008; Philp, Oliver, & Mackey, 2008b).”

“Another reason for explaining this finding is that much of language learning and use is relational, interaction-based, and social (Ghiasvand 2022; Philp & Duchesne, 2008).”

“As obedience to class rules is one of the major characteristics of behavioral engagement (Philp & Duchesne, 2008), SVVR could “force” students to observe conduct codes even beyond face-to-face classes, thereby making them more behaviorally engaged in the online setting.”

“Research on formulaic use by L2 learners in mainstream kindergarten and primary schools suggests that the appropriation of the language of peers plays important social functions, including social acceptance (Cekaite, 2008; Day, 2002; Perera, 2001; Philp and Duchesne, 2008; Willett, 1995; Wong-Fillmore, 1976) and as su…”

“Furthermore, even if children with little knowledge of the L2 are included in interactions, the L2-input they receive by L1-speaking peers has been observed to be “highly variable and less optimal for language acquisition” (Philp & Duchesne, 2008, p. 93).”

“While some studies have investigated teacher and peer feedback for younger learners (Oliver, Philp, & Mackey, 2008; Philp & Duchesne, 2008; Tsybina, Girolametto, Weitzman, & Greenberg, 2006), most research of teacher feedback strategies was conducted with adult second-language learners…”

“…speakers engage in interactional processes, such as producing accurate language, providing and receiving feedback, attending to each other’s corrections, and reformulating their non-targetlike forms (e.g., Philp & Duchesne 2008; Philp & Mackey 2010; Dobao 2014; Choi & Iwashita 2016; Poteau 2017).”

“Consistently seen in research documenting migrant children learning English as an additional language in school contexts is the use of formulaic phrases as an early means of participation (e.g., see the seminal work by Wong Fillmore, 1979; see also Philp & Duchesne, 2008; Toohey & Day, 1999).”

“This is mainly because L2 learning and use are basically relational and have signi fi cant social functions (Philp and Duchesne 2008).”

“A similar protection strategy was found by Philp and Duchene (2008), when children used ‘ baby talk ’ when addressing a novel L2 English learner, Yessara, in an Australian monolingual classroom.”

“Philp and Duchesne (2008) state that peer interaction affords greater opportunities to practise with the target language through imitation, repetition and language play.”

“…include the interactionist (e.g., Long, 1996; Mackey & Oliver, 2002; Oliver & Sato, 2021; Oliver et al., 2019), sociocultural (Storch, 2017; Swain & Lapkin, 1998), language socialization (Cekaite, 2017; Philp & Duchene, 2008), and variationist (Bayley et al., 2022; Tarone & Liu, 1995) approaches.”

“The LCDC’s peers can also be an essential source of interaction in multiple languages and can facilitate their progress in the socially dominant language, as addressed in the following excerpt (e.g., Erdemir & Brutt-Griffler, 2022; Philp & Duchesne, 2008).”