The impact of out-of-school L2 input and interaction on adolescent classroom immersion and community-L2 learners' L2 vocabulary: opportunities for interaction are key.
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| Title: | The impact of out-of-school L2 input and interaction on adolescent classroom immersion and community-L2 learners' L2 vocabulary: opportunities for interaction are key. |
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| Authors: | Rusk, Brian V.1 (AUTHOR) brusk@um.edu.mo, Paradis, Johanne2 (AUTHOR) |
| Source: | IRAL: International Review of Applied Linguistics in Language Teaching. Nov2025, Vol. 63 Issue 4, p2513-2541. 29p. |
| Subject Terms: | *Second language acquisition, *Immersion method (Language teaching), *Vocabulary, *High school students, Social dynamics, Participation, Phraseology |
| Abstract: | Comparing young second-language (L2) learners in different learning contexts is a valuable, but under-researched, design for determining how L2 experiences impact L2 development. This study addressed this gap by comparing the out-of-school L2 experiences of adolescents (N = 64) learning L2-English as either a community majority language or as a foreign language in an immersion classroom, and examining how differences in L2 experience impacted English receptive vocabulary ability. Participant questionnaires yielded information on sources of L2 input and L2 interaction out-of-school. Results showed the groups were comparable for L2 input, but immersion learners experienced less interactional L2 use and also had significantly smaller L2 vocabularies. Out-of-school L2 experience explained more variance in receptive vocabulary for community-L2 participants, with more significant predictor variables than immersion-L2 participants. L2 interaction variables explained more variance than L2 input variables for both groups, indicating that, overall, interaction is a key source of L2 receptive vocabulary development. [ABSTRACT FROM AUTHOR] |
| Copyright of IRAL: International Review of Applied Linguistics in Language Teaching is the property of De Gruyter and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191009286 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The impact of out-of-school L2 input and interaction on adolescent classroom immersion and community-L2 learners' L2 vocabulary: opportunities for interaction are key. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rusk%2C+Brian+V%2E%22">Rusk, Brian V.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> brusk@um.edu.mo</i><br /><searchLink fieldCode="AR" term="%22Paradis%2C+Johanne%22">Paradis, Johanne</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22IRAL%3A+International+Review+of+Applied+Linguistics+in+Language+Teaching%22">IRAL: International Review of Applied Linguistics in Language Teaching</searchLink>. Nov2025, Vol. 63 Issue 4, p2513-2541. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Immersion+method+%28Language+teaching%29%22">Immersion method (Language teaching)</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+dynamics%22">Social dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Phraseology%22">Phraseology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Comparing young second-language (L2) learners in different learning contexts is a valuable, but under-researched, design for determining how L2 experiences impact L2 development. This study addressed this gap by comparing the out-of-school L2 experiences of adolescents (N = 64) learning L2-English as either a community majority language or as a foreign language in an immersion classroom, and examining how differences in L2 experience impacted English receptive vocabulary ability. Participant questionnaires yielded information on sources of L2 input and L2 interaction out-of-school. Results showed the groups were comparable for L2 input, but immersion learners experienced less interactional L2 use and also had significantly smaller L2 vocabularies. Out-of-school L2 experience explained more variance in receptive vocabulary for community-L2 participants, with more significant predictor variables than immersion-L2 participants. L2 interaction variables explained more variance than L2 input variables for both groups, indicating that, overall, interaction is a key source of L2 receptive vocabulary development. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of IRAL: International Review of Applied Linguistics in Language Teaching is the property of De Gruyter and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191009286 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1515/iral-2023-0167 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 2513 Subjects: – SubjectFull: Second language acquisition Type: general – SubjectFull: Immersion method (Language teaching) Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: High school students Type: general – SubjectFull: Social dynamics Type: general – SubjectFull: Participation Type: general – SubjectFull: Phraseology Type: general Titles: – TitleFull: The impact of out-of-school L2 input and interaction on adolescent classroom immersion and community-L2 learners' L2 vocabulary: opportunities for interaction are key. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rusk, Brian V. – PersonEntity: Name: NameFull: Paradis, Johanne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0019042X Numbering: – Type: volume Value: 63 – Type: issue Value: 4 Titles: – TitleFull: IRAL: International Review of Applied Linguistics in Language Teaching Type: main |
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