Beyond the Language Barrier

Opening Spaces for ELL/Non-ELL Interaction

Dados Bibliográficos

ID13683039
AutoresCarlin Borsheim-Black (Central Michigan University, autor correspondente)
Ano2015
Volume49
Fascículo4
Páginas407-429
Data de publicação2015-05-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoResearch in the Teaching of English (JOURNAL)
Identificadores do periódicoISSN: 0034-527X • E-ISSN: 1943-2348
EditoraRoutledge (PUBLISHER • GB)
DOI10.58680/rte201527350
OpenAlexW4392119042
IdiomaEN
Citações recebidas11

Cultivating interaction among English Language Learners (ELLs) and their non-ELL peers remains a desirable, yet often elusive, goal. While existing literature documents the challenges of ELL/non-ELL interaction and proposes strategies for overcoming them, there is little research examining concrete episodes of interaction from both the ELL and non-ELL perspectives. In response, I explore how a group of refugee and immigrant high school students (ELLs and non-ELLs) negotiated their interaction while collaboratively creating a digital video. In particular, I consider the role of the “language barrier” and how the participants interacted through and despite language. In the tradition of humanities-oriented educational research, I draw on Levinasian philosophy to reflect on the relational and ethical aspects of ELL/non-ELL interaction. Findings suggest that while language played a key role, communication obstacles tended to defy simple and strategic anticipation and resolution. Negotiation of meaning was often a creative, situated, and multidirectional process. Most importantly, interaction seemed to be ultimately about people in relationship—uncertain and at times uncomfortable, but also full of promise and opportunities for ethical response. I propose opening spaces as a new approach to ELL/non-ELL interaction that foregrounds human and ethical dimensions. Such reframing dislodges the issue from common assumptions which may unwittingly reduce ELLs to a “language problem,” and it honors the potential of participants creatively working out the interaction for themselves. By pursuing insights from both ELLs and non-ELLs, this study offers an important perspective rarely explored in the literature

Language barrier · Linguistics · Pedagogy · Sociology · Philosophy · Psychology · Second Language Learning and Teaching