Beyond the language barrier: Opening spaces for ELL/non-ELL interaction

Cultivating interaction among English Language Learners (ELLs) and their non-ELL peers remains a desirable, yet often elusive, goal. While existing literature documents the challenges of ELL/non-ELL interaction and proposes strategies for overcoming them, there is little research examining concrete episodes of interaction from both the ELL and non-ELL perspectives. In response, I explore how a group of refugee and immigrant high school students (ELLs and non-ELLs) negotiated their interaction while collaboratively creating a digital video. In particular, I consider the role of the "language barrier" and how the participants interacted through and despite language. In the tradition of humanities-oriented educational research, I draw on Levinasian philosophy to reflect on the relational and ethical aspects of ELL/non-ELL interaction. Findings suggest that while language played a key role, communication obstacles tended to defy simple and strategic anticipation and resolution. Negotiation of meaning was often a creative, situated, and multidirectional process. Most importantly, interaction seemed to be ultimately about people in relationship-uncertain and at times uncomfortable, but also full of promise and opportunities for ethical response. I propose opening spaces as a new approach to ELL/non-ELL interaction that foregrounds human and ethical dimensions. Such reframing dislodges the issue from common assumptions which may unwittingly reduce ELLs to a "language problem," and it honors the potential of participants creatively working out the interaction for themselves. By pursuing insights from both ELLs and non-ELLs, this study offers an important perspective rarely explored in the literature.