Work

Learning as inter‐ action: We‐processes in second language acquisition and teaching

Year: 2026

Type: article

Abstract: When people inter‐ act, they act conjointly, not as independent beings. This article explores the role of interactive we‐processes in second language acquisition and teaching (SLA/T). First, we define we‐processes, review literature, and summarize our theoretical framework—a sociocognitive approach to SLA/T. Second, we present an exploratory study of we‐processes in an Australian ESL classroom, microanalyzing a 55‐second videotaped interaction using novel methods. Evidence for language learning‐and‐teaching‐related we‐processes was found in multiple areas: embodied participation framework, intertwined semiosis, interactional infrastructure, pronunciation as learning action, interactional identity/face, multimodal coordination, affect, and language production. Third, we discuss the theoretical–empirical results of our exploration comparatively with the conversation analysis (CA) approach in SLA/T studies.

Source: Modern Language Journal

DOI: 10.1111/modl.70031

Authors: The Happy Cactus Group, Dwight Atkinson, Jorge Mejía‐Laguna, Amable Custodio Ribeiro, Hunter Langenhorst

Institutions: University of Arizona, Universidad del Valle, Arizona State University

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: bronze

OpenAlex ID: W7127070566

FWCI: 9.184

Cites: 73

Cited by: 1

Related to: 9