PARTICIPATION IN LITERATURE AND CONTENT SUBJECT CLASSES: CULTURE, ETHNICITY AND SOCIAL SPACE(S)

This qualitative case study discusses six English Language learner (ELL) adolescents’ experiences of lan-guage use in ESL classes, English Literature classes and content subject classes (i.e., Math and Science) in high schools of Toronto, Canada. We found that participants perceived English Literature classes as a social space of “others” where they were more likely to keep silent for several reasons. In contrast, ESL classes and content subject classes were considered as a social space of “ours” within which they partic-ipated more actively with hybrid forms of language use and sociocultural practice. This article links the findings to the nature of social spaces and language use. In particular, the content and interaction in classroom activities are explored, which form multiple social spaces for language use and impacts learn-ing outcomes. The study concludes with a discussion on content, interaction and local practice in the school curriculum to enhance second language learning.