ERIC Number: ED432636
Record Type: RIE
Publication Date: 1999-Apr
Different "Chinese" Playing Together: The Intra-Group Relationships and Interactions in a Multilingual Preschool Classroom.
This study describes and analyzes the peer social world within the Chinese group in a multilingual preschool classroom, focusing on the ways Chinese children organize their interactions with each other and with other ethnic groups and how subcultural group differences are related to peer relationships. Most of the children in this class had peers with whom they could converse in their home languages. There were seven Chinese children speaking different dialects, and one spoke English in preference to her limited Mandarin. Their subgroup differences had important influences on the children's peer interactions. When no two in the play group come from the same place, the children create common ground (e.g., claim to be from Taiwan) to show their similarity and feel that they are a group. Some of the data show that some elements of Chinese culture might be transmitted or changed when the children interact with their peers. Among the questions that merit further study is that of the role of the school in the peer relationships of these "Chinese" children of differing backgrounds. Attachments include language proficiency descriptions and six figures. (Contains 15 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).