Knowledge construction and negotiation of leadership in collaborative talks among multilingual students

Abstract

This article examines multilingual students’ collaborative talks in a TESOL graduate seminar. A group of multilingual students discussed an assigned reading on language awareness and teaching methodology. The group discussion was video recorded and analyzed using a micro-ethnographic discourse analysis approach. The study investigated how multilingual students constructed academic knowledge and learning tool in group work. The author argues that knowledge is socially constructed through collaboration and dialogues among students with different linguistic, sociocultural, and educational backgrounds. This study also examined how multilingual students negotiated leadership in collaborative talks. The more experienced student, who is the native English speaker, assumed leadership through active participation. The less experienced students, who are non-native English speakers tried to gain leadership using their native language and cultural knowledge. It suggests that multilingual students, particular non-native English speakers, should actively participate in academic knowledge construction and bring in their linguistic and cultural resources to the classroom.