An Ecological View of Whole‐Class Discussions in a Second Language Literature Classroom: Teacher Reformulations as Affordances for Learning

Abstract

This article analyzes whole‐class discussions between a teacher and her students in a Latin American Colonial literature course at the college level. The study is theoretical–exploratory in nature in that it (a) articulates theoretical assumptions inherent in an ecological perspective on second language learning and teaching and (b) attempts to operationalize the affordance construct (van Lier, 2000, 2004) in the context of a second language (L2) literature classroom. The study's findings underscore the importance of teacher reformulations in whole‐class discussions as well as students' engagement with and awareness of the unfolding talk. Furthermore, how the teacher dynamically interacts with one student and his/her contribution potentially affects other students' understanding of the ongoing discussion which, in turn, can influence their comprehension of the literary texts under analysis. Teacher reformulations during whole‐class discussions therefore can serve as affordances for learning. Theoretical implications of the affordance construct, in addition to implications for L2 language and literature teaching, are delineated.