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ERIC Number: ED140664
Record Type: RIE
Publication Date: 1977-May
Reference Count: 0
An Ethnographic Analysis of the Language Use Patterns of Bilingually Schooled Children. Working Papers on Bilingualism, No. 13.
Bruck, Margaret; Shultz, Jeffrey
Language use patterns of two grade one children in a Spanish-English half-day pull-out transitional bilingual program were examined. Videotape data were collected three times throughout the school year in both the bilingual and regular English classrooms. Over the year there were two teachers in the bilingual class: one English dominant, the second Spanish dominant. Analyses focused on the amount of language used in different settings and the conditions under which each language was used for teacher-child and child-child interactions. The data were analyzed to examine the effects that time and teacher language dominance had on these patterns. Results of the study indicate that the use of English increases throughout the year, and that teacher's language dominance has a pervasive effect on language use patterns. The contribution of this study to bilingual education, sociolinguistics and evaluation methodology is discussed. (Author/CFM)
Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Bilingualism, Code Switching (Language), English (Second Language), Ethnography, Evaluation Methods, Grade 1, Interaction, Language Dominance, Language Usage, Peer Relationship, Primary Education, Sociolinguistics, Spanish, Spanish Speaking, Student Teacher Relationship, Teacher Influence, Videotape Recordings
Bilingual Education Project, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M5S 1V6 (as long as supply lasts)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project.
Note: For related documents, see FL 008 663-669