초록 close

The purpose of this study is to present an educational implication that a monolingual guardian can scaffold children’s second language learning. Data were collected from field notes and audio-recordings of reading activities and the subsequent interviews, both of which were transcribed to discuss the mechanisms by which strategies of comprehension and narrative retelling take shape. A microgenetic approach was adopted to analyze the interactions produced by a Korean seven-year-old girl and her monolingual Grandmother as they worked collaboratively in reading and retelling storybooks. In general, results showed that the use of L1 as an interactional tool helps internalize as well as facilitate a young L2 learner’s vocabulary learning.