ERIC Number: ED212173
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Sharing Social Meaning in the Bilingual Classroom: A Study of Requests.
This paper describes how two four-year-old children who are becoming bilingual (Spanish and English) make requests in the classroom. Emerging patterns include: (1) a tendency to rely more heavily on requests for action and attention then requests for information and permission, (2) a tendency to make requests of peers more frequently than of teachers, (3) overall competence in making requests of most types in both languages with one language favored depending upon playmates and activities, (4) discourse patterns for the children were different in each language, and (5) a high level of success by both children in making requests in both languages with teachers and peers. Judging from the children's strong reliance on certain request types more than others, it appears that for children becoming bilingual, certain requests may be more useful or needed in carrying on classroom conversation. In addition, the results suggest that very young second language speakers quickly learn to make the distinction between teacher talk and peer talk not only in their native language, but also in their second language. (JK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: National Council of Teachers of English, Urbana, IL. Research Foundation.
Note: Paper presented at the AERA Annual Meeting (Los Angeles, CA, April 1981).