English Australia Journal : English Australia Journal 31.1
Volume 31 No 1 15 English Australia Journal As has also been found in previous research (e.g., Canagarajah, 2005; Flyman-Mattson & Burenhult, 1999), in this study the learners CS was used to establish a sense of community. This is particularly the case for students who find speaking in the TL difficult. The findings also support Moore (2002) who suggests that the use of more than one language in the classroom allows participants to re-define the learning context and the language learners’ identity. Conclusion From the current classroom observations it appears that where students bring other L1s into the classroom, and in this case Arabic, they do engage in CS in the classroom. Specifically it was found to be used by students in both beginner and intermediate classes, to various degrees and for a variety of reasons. When the participants did use CS it appeared to fulfil three important functions: pedagogical, communicative and social, all of which were particularly evident when the students worked on group activities. Overall, the current findings suggest that CS is a communicative resource that contributes in positive ways to the language learning experience. It is beneficial as it acts as a critical tool that enables learners to construct effective collaborative dialogue and to express themselves meaningfully. It assists students to develop their content understanding and to engage meaningfully (e.g. , by emphasising a point, and requesting help) which, in turn, enhances group participation. In addition, it appears to help learners with their vocabulary and grammar development. CS helps learners establish and express their identity, develop relationships and engage socially with others. By CS learners are assisted in their ability to express بلاطلا 2 : لا يلع نأ دعأ ةباتك بجاو ضرعلا . Student 2: I can’t I have to write the presentaIon assignment. بلاطلا 1 : لاعت بعلاو انعم ، فوس كدعاسأ يف مهلامكإ . Student 1: Just come and play with us, I will help in compleIng them. بلاطلا 2 : يلع نأ اهلمعا يسفنب ، لا ديرأ نأ كجعزأ يتابجاوب . Student 2: I have to do it by myself, I do not want to bother you with my assignments. بلاطلا 1 : ،هآ تيهنا ام ،ينصخي لاعت بعلاو انعم لاو قلقت . كفرعأس ىلع برع نيرخا ، فوس مهبحت . Student 1: Oh, I finished mine, come and play with us and do not worry. I will introduce you to other Arabic people, you will like them. بلاطلا 2 : ً انسح ، اركش ُ لايزج ، انعد بعلن ةرك مدقلا . Student 2: Ok, thanks a lot, let’s play football. As has also been found in previous research (e.g., Canagarajah, 2005; Flyman-‐ MaHson & Burenhult, 1999), in this study the learners CS was used to establish a sense of community. This is par=cularly the case for students who find speaking in the TL difficult. The findings also support Moore (2002) who suggests that the use of more than one language in the classroom allows par=cipants to re-‐define the learning context and the language learners’ iden=ty. it.
English Australia Journal 30.1
English Australia Journal 31.2