Qualitative study explores expert positioning in language classrooms, suggesting pedagogical strategies for support.
Key Points
This research examines how heritage language learners and second language learners interact in mixed classrooms and the positioning that occurs during their discourse.
Qualitative discourse analysis of three interactions between one HLL-L2L dyad in a university-level Spanish class.
Focus on classroom activities and their influence on positioning.
Assessment of both on-task and off-task discourse.
The L2L is more likely to adopt the expert position during interactions, especially in tasks requiring metalinguistic knowledge.
HLLs face challenges in accessing expert positions based on activity design.
Recommendations for instructional approaches include task-based language teaching to support HLLs.