L2 and L3 integrated learning: lingua franca use in learning an additional language in the classroom

Spencer Hazel, Johannes Wagner

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Abstract

This study offers an empirical account of the use of English in Danish-as-aforeign- language classroom settings. We will refer to English as the lingua franca – which in itself is a second language for the majority of the participants in the data – and to Danish as the target language. We consider implications of lingua franca interaction in target language classroom interactions, and show how in sequences where participants orient to linguistic issues in the target language, for example grammatical forms or lexical items, they often do this with reference to the lingua franca.
Original languageEnglish
Title of host publicationInternational Perspectives on ELT Classroom Interaction
EditorsChristopher J. Jenks, Paul Seedhouse
PublisherPalgrave Macmillan
Publication date1. Apr 2015
Pages149-167
ISBN (Print) 978-1-137-34072-6, 978-1-137-34071-9
ISBN (Electronic)978-1-137-34073-3
DOIs
Publication statusPublished - 1. Apr 2015
SeriesInternational Perspectives on English Language Teaching

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