Abstract
This chapter introduces a “Rally Course” as a novel CA-inspired approach to teaching a second language. This approach builds on an understanding of language learning as a social process that is closely intertwined with L2 speakers’ evolving membership in the surrounding community. It addresses the need to develop experiential pedagogies that widen learners’ opportunities for interaction and support the socialisation process. Building on recent pedagogical initiatives supporting language learning in the wild, we illustrate the overall structure of the Rally Course, describe the main materials that were designed to support the learning objectives and present a case analysis of a student carrying out a pedagogical activity supported by the materials.
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Notes
- 1.
The metaphor of a race track is also used in the CARM-method (Conversation analytical Role-Play Method), developed by Elizabeth Stokoe, to refer to the unpredictable nature of the unfolding of authentic interactions (see CARM, Stokoe 2014). In our use of the car rally -metaphor we want to highlight both the idea of changing conditions of naturally occurring interaction and the importance of other people in supporting the achievement of intersubjectivity and the activities of learning.
- 2.
After the courses in Finland, the same course and material have been adapted to beginning learners of Icelandic in Iceland.
- 3.
The translations of the texts written by the student: (1) As I woke up I went to the supermarket to buy something to eat. I did not speak much in Finnish. I only asked the clerk where the juices are. And then of course ‘thank you’. (2) After a couple of hours, I went to a book store because I needed a book in Estonian. I asked the clerk if they had something for me. He answered that in this shop they only have books in Finnish and in English. (3) I was hungry. Because of that I had to go and eat something. The Juvenes restaurant was a good place. But there I only said that I don’t need the receipt.
- 4.
‘Silvia’ is a pseudonym for the focal student. All students and their co-participants in interactions gave written consent for the use of the recordings of these interactions for research purposes.
- 5.
The clerks had been contacted before the visit and they knew that one of the purposes of this visit was to practice speaking Finnish.
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Lilja, N., Piirainen-Marsh, A., Clark, B., Torretta, N.B. (2019). The Rally Course: Learners as Co-designers of Out-of-Classroom Language Learning Tasks. In: Hellermann, J., Eskildsen, S., Pekarek Doehler, S., Piirainen-Marsh, A. (eds) Conversation Analytic Research on Learning-in-Action. Educational Linguistics, vol 38. Springer, Cham. https://doi.org/10.1007/978-3-030-22165-2_9
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