The appropriation of a representational tool in the second language classroom

Abstract

This case study investigates the appropriation of a representational tool by students in small groups in the context of collaborative second language writing. The functions of inscriptional devices in second language classroom learning are identified: (1) referencing, (2) pinpointing, (3) accumulating, (4) prompting notice, (5) realizing parallels, and (6) promoting synergy. The study explores the beneficial affordances of the representational tool that supplement face-to-face communication for second language learning, and draws some implications for the design of collaborative L2 learning in networked classrooms.