A Study of Sociolinguistic Characteristics of Taiwan Children's Peer-Talk in a Mandarin-English-Speaking Preschool

Autor/inn/en	Wang, Li-Chen; Hyun, Eunsook
Titel	A Study of Sociolinguistic Characteristics of Taiwan Children's Peer-Talk in a Mandarin-English-Speaking Preschool
Quelle	In: Journal of Early Childhood Research, 7 (2009) 1, S.3-26 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X08098351
Schlagwörter	Verbal Communication; Sociolinguistics; Foreign Countries; Mandarin Chinese; Peer Teaching; English (Second Language); Qualitative Research; Preschool Children; Second Language Instruction; Code Switching (Language); Second Language Learning; Metacognition; Tutoring; Teacher Student Relationship; Inner Speech (Subvocal); Taiwan + Suchen Sie Ihr Suchwort? Soziolinguistik; Ausland; Peer group teaching; Peer Group Teaching; English as second language; English; Second Language; Englisch als Zweitsprache; Qualitative Forschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fremdsprachenunterricht; Zweitsprachenerwerb; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Förderkonzept; Nachhilfeunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Inneres Sprechen
Abstract	This qualitative study presents sociolinguistic characteristics of peer-talk of 44 children in a Mandarin-English-speaking preschool in Taiwan where English was taught as a foreign language (EFL). Key findings: teacher-dominated talk influences children's peer-talk; EFL and code-switching emerge in spontaneous peer-talk; children actively engage in EFL learning by using private speech for self-regulatory learning; children actively provide peer tutoring even though they are in the early stage of EFL learning; and language play creates emergent humor for children's verbal participation in the EFL classroom, offering a way for them to resist authoritative voices and thus transform EFL into a living language. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10