Peer Interaction While Learning to Read in a New Language


  • Martha Bigelow University of Minnesota, USA
  • Kendall King University of Minnesota, USA



This paper examines second language (L2) peer oral language interaction between two learners engaged in a partner reading activity. The data comes from an English language arts class for newcomers in an all-immigrant high school in the U.S. The focus is on what happens when two asymmetrically-paired, female adolescent students try to read a book together. Through analysis of their interactions in one naturally-occurring paired reading session, we describe how these two students use their language and literacy skills to complete a reading task and in doing so, we consider the complexities of how asymmetrically paired students engage in everyday classroom tasks and the learning opportunities therein. We problematize the assumption that asymmetrical pairing is beneficial for literacy development and explain why.




How to Cite

Bigelow, M., & King, K. (2015). Peer Interaction While Learning to Read in a New Language. LESLLA Symposium Proceedings, 10(1), 33–52.

Most read articles by the same author(s)