Abstract
ABSTRACT Design and content of classroom activities are crucial to foreign/second (L2) language learners’ motivation, be they children or adults. Lifeworld relevance and learner autonomy are two important aspects in building motivational L2 curricula for adults (e.g.), but such considerations rarely filter through to primary school learners due to institutional-curricular priorities. Presenting a single-case micro-analysis of the interactional practices that ensue from a pupil’s presentation of her favourite song and music video in a 4th grade English as a Foreign Language (EFL) classroom in Denmark, this paper showcases an example of a classroom activity with a participation framework that is sustained by the pupils’ participation and substantiated by the pupils’ own interests without losing pedagogical impetus. Our data come from an audio-video corpus of EFL classes in six Danish primary schools.
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