Activity Theory in Spanish Mixed Classrooms: Exploring Corrective Feedback as an Artifact

Foreign Language Annals

Volumn 49, Issue 3, 2016, Pages 615-634

  Valentín Rivera, Laura ^a  

^a KANSAS STATE UNIVERSITY   (United States)

Author keywords

collaboration; corrective feedback; heritage language learners; mixed classes; writing processes

Indexed keywords

EID: 84988624670     PISSN: 0015718X     EISSN: 19449720     Source Type: Journal    
DOI: 10.1111/flan.12206     Document Type: Article

References (49)

1. Alijaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. Modern Language Journal, 78, 465–483.
2. Blin, F., & Appel, C. (2011). Computer-supported collaborative writing in practice: An activity theoretical study. CALICO Journal, 28, 473–497.
3. Bowles, M. A. (2011). Exploring the role of modality: L2-heritage learner interactions in the Spanish language classroom. Heritage Language Journal, 8, 30–65.
4. Carreira, M. (2014). Mixed classes: Reconceptualizing language teaching in the age of heritage language learners. Lecture Notes Online. Retrieved June 24, 2016, from https://startalk.umd.edu/2014/meetings/NFPE/pre/Carreira_HeritageTeachingMixedClasses_Sess6_7.pdf
5. Chevalier, J. F. (2004). Heritage language literacy: Theory and practice. Heritage Language Journal, 2, 1–19.
6. Colombi, M. C., & Harrington, J. (2012). Advanced biliteracy development in Spanish as a heritage language. In S. Baudrie & M. Fairclough (Eds.), Spanish as a heritage language in the United States (pp. 241–258). Washington, DC: Georgetown University Press.
7. Ede, L., & Lunsford, A. (1990). Singular texts/plural authors. Perspectives on collaborative writing. Carbondale, IL: Southern Illinois University Press.
8. Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4, 193–220.
9. Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
10. Elola, I., & Mikulski, A. (2013). Revisions in real time: Spanish heritage language learners’ writing processes in English and Spanish. Foreign Language Annals, 46, 646–660.
11. Elola, I., & Oskoz, A. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning & Technology, 14, 51–71.
12. Engeström, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit.
13. Engeström, Y. (2001). Expansive learning at work: Towards an activity theoretical reconceptualization. Journal of Education and Work, 14, 133–156.
14. Engeström, Y. (2008). From teams to knots: Activity-theoretical studies of collaboration and learning at work. Cambridge, UK: Cambridge University Press.
15. Engeström, Y. (2011). From design experiments to formative interventions. Theory & Psychology, 21, 598–628.
16. Fernández-Dobao, A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21, 40–58.
17. Garcia, O. (2002). Teaching language minorities in the United States: From bilingualism as a deficit to bilingualism as a liability. International Journal of the Sociology of Language, 155/156, 125–130.
18. Giglio-Henshaw, F. (2013). Learning opportunities and outcomes of L2-L2 and L2-HL learner interaction during a collaborative writing task (Unpublished doctoral dissertation). University of Illinois, Urbana-Champaign.
19. Khatib, M., & Bijani, H. (2012). Evaluating the effectiveness of various types of error feedback on students’ L2 writing quality. The Iranian EFL Journal, 8, 30–46.
20. Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 17–44). Cambridge, MA: MIT Press.
21. Lantolf, J. P. (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.
22. Lantolf, J. P., & Thorne, S. L. (2006). The sociogenesis of second language development. Oxford: Oxford University Press.
23. Lee, L. (2000). Evaluating intermediate Spanish students’ speaking skills through a taped text: A pilot study. Hispania, 83, 127–138.
24. Lee, L. (2008). Focus-on-form through collaborative scaffolding in expert-to-novice online interaction. Language Learning & Technology, 12, 53–72.
25. Leontive, A. N. (1978). Activity, consciousness and personality. Englewood Cliffs, NJ: Prentice Hall.
26. Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego: Academic Press.
27. Mackey, A., Abbuhl, R., & Gass, S. M. (2012). Interactionist approaches. In S. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 7–23). New York: Routledge.
28. Manchón, R. (Ed.). (2011). Learning-to-write and writing-to-learn in an additional language (Vol. 31). Philadelphia, PA: John Benjamins.
29. Mikulski, A., & Elola, I. (2011). Spanish heritage language learners’ allocation of time to writing processes in English and Spanish. Hispania, 94, 715–733.
30. Norris, J. M., & Manchón, R. (2012). Investigating L2 writing development from multiple perspectives: Issues in theory and research. In R. Manchón (Ed.), L2 writing development: Multiple perspectives (pp. 221–244). Berlin: de Gruyter Mouton.
31. Oskoz, A., & Elola, I. (2012). Understanding the impact of social tools in the FL writing classroom: Activity theory at work. In G. Kessler, A. Oskoz, & I. Elola (Eds.), Technology across writing contexts and tasks (pp. 131–154). San Marcos, TX: CALICO.
32. Oskoz, A., & Elola, I. (2014). Integrating digital stories in the writing class: Towards a 21st century literacy. In J. G. Guikema & L. Williams (Eds.), Digital literacies in foreign language education: Research, perspectives, and best practices (pp. 179–200). San Marcos, TX: CALICO.
33. Potowski, K., Jegerski, J., & Morgan-Short, K. (2009). The effects of instruction on subjunctive development among Spanish heritage language speakers. Language Learning, 59, 537–579.
34. Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22, 286–306.
35. Storch, N. (2002). Relationships formed in dyadic interaction and opportunity for learning. International Journal of Educational Research, 37, 305–322.
36. Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14, 153–173.
37. Storch, N. (2009). The impact of studying in a second language (L2) medium university on the development of L2 writing. Journal of Second Language Writing, 18, 103–118.
38. Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31, 275–288.
39. Storch, N. (2013). Collaborative writing in L2 classrooms: New perspectives on language and education. Bristol, UK: Multilingual Matters.
40. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–256). New York: Newbury House.
41. Swain, M. (2001). Integrating language and content teaching through collaborative tasks. Canadian Modern Language Review, 58, 44–63.
42. Tocalli-Beller, A., & Swain, M. (2005). Reformulation: The cognitive conflict and L2 learning it generates. International Journal of Applied Linguistics, 15, 5–28.
43. Valdés, G. (2001). Heritage language students: Profiles and possibilities. In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage language in America: Preserving a natural source (pp. 37–77). McHenry, IL: The Center of Applied Linguistics and Delta Systems.
44. Valdés, G. (2005). Bilingualism, heritage language learners, and SLA research: Opportunities lost or seized? Modern Language Journal, 89, 410–426.
45. Van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62, 1–41.
46. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
47. Wells, G. (2000). Dialogic inquiry in education. Building on the legacy of Vygotsky. In C. Lee & P. Smagorinsky (Eds.), Vygotsky on literacy research. Constructing meaning through collaborative inquiry (pp. 51–85). Cambridge, UK: Cambridge University Press.
48. Wigglesworth, G., & Storch, N. (2012). What role for collaboration in writing and writing feedback? Journal of Second Language Writing, 21, 364–374.
49. Williams, J. (2012). The potential role(s) of writing in second language development. Journal of Second Language Writing, 21, 321–331.