Preschool Children's Help to Second Language Learners [The Journal of Educational Issues of Language Minority Students, V14]

Julie A. Hirschler

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Summary:

This paper reports the outcomes of a study that examined the role of five English-speaking preschool children (ages 3-5) in initiating conversation with second language learners in the same classroom. Results found: (1) subjects spent an average of 63 percent of their time playing in groups which included two or more second language learners; (2) subjects started a language interaction with a second language learner once every 15 minutes during the time they spent with them; (3) native speakers received some kind of language response to an initiation less than half of the time; (4) there was a wide variability between native speaker in their interactions with second language learners; (5) native speakers spend more time with Spanish speakers than with Khmer speakers; and (6) boys tended to spend a greater part of their time with male second language learners. Implications for practice indicate native speakers should be trained to interact with second language learners and that language interaction should be a goal of the class as a group, all classroom areas should be developed with language goals in mind, teachers should pay attention to gender differences. (Contains 26 references.) 

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Bibliographic Information:

Julie A. Hirschler. Preschool Children's Help to Second Language Learners [The Journal of Educational Issues of Language Minority Students, V14] (1994). The Bilingual Education Teacher Preparation Program: Boise, ID. (8 pages).

Sponsoring Agency: Boise State University

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Formats Available: Printed Material

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Availability:

(No longer available. )

The Bilingual Education Teacher Preparation Program
Boise State University
Boise, ID
83725

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