PUB - Publikationen an der Universität Bielefeld

This article puts forward an interactional perspective on language acquisition in immersion education, more precisely in bilingual history classes (with students age 17) which are held in French language by German teachers and students. We are interested in the interrelationship between the interaction in the classroom and the students’ self-organization with regard to their lexical appropriation. We show that some communicative procedure in the classroom works as an « online help » (Dausendschon-Gay & Krafft. 2000) which assists the students in their language-related monitoring. This procedure is conceptualized as a format : an «interactive format of appropriation » is contrasted with a «format for intercomprehension». The analysis takes into account verbal interaction, gestural activities and parallel einergence of inscriptions in the students’notebooks.