Language Choice among Peers in Project-Based Learning: A Hong Kong Case Study of English Language Learners' Plurilingual Practices in Out-of-Class Computer-Mediated Communication

• Published in: Canadian modern language review Vol. 71; no. 4; pp. 441 - 470
• Main Authors: Hafner, Christoph A, Li, David C. S, Miller, Lindsay
• Format: Journal Article
• Language: English
• Published: University of Toronto Press 01.11.2015
• Subjects: Active Learning; Chinese; Code Switching (Language); College Students; Cooperative Learning; English (Second Language); English for Academic Purposes; Foreign Countries; Language of Instruction; Language Role; Language Usage; Multilingualism; Native Language; Science Instruction; Second Language Learning; Social Media; Student Projects; Hong Kong
• ISSN: 0008-4506
• DOI: 10.3138/cmlr.2712

Recently there has been considerable interest in the role of first language use in second/foreign language learning, especially where students share a common first language. However, most research has focused on in-class interaction between teachers and learners. Much less attention has been given to students' out-of-class practices, for example, in collaborative project-based learning. To fill this gap, the article tracks the out-of-class activities of 16 students (four project groups) involved in project work on a course in English for science students at an English-medium university in Hong Kong. An analysis of students' computer-mediated interactions (Facebook, WhatsApp and email) shows that these interactions are plurilingual, with students drawing on English, Chinese and mixed code to different extents as they go about their project work. Different languages are used strategically: whereas L2 is used more in the construction of the final project product, L1 is used more to promote group cohesion. The findings suggest that, in plurilingual contexts like Hong Kong, it is necessary to develop an English language pedagogy that acknowledges the need for the constructive but judicious use of translanguaging and plurilingual practices as students are engaged in L2-focused (e.g. EAP) project-based group work.