Variations in Language Use by Preschool Dual-Language Learners in Two Immigrant Communities

• In Event: Roundtable Session 18
  In Roundtable Session: Variations in Second Language Use and Acquisition Across Contexts

Abstract

This proposal examines the variation in language use by dual language learners (DLLs) in preschool classrooms situated in two different immigrant communities. Qualitative data were gathered using participant observations from two Head Start programs with a high proportion of immigrant children and families. Analysis was conducted using Spradley’s (1980) method, and results provide evidence that children’s language experiences are distinct between sites. In the predominantly Spanish-speaking program, differences in language Spanish and English use were observed depending on function and teacher presence. On the other hand, children in the predominantly Chinese-speaking program did not significantly change their language use in regards to function or teacher presence. Reasons for these differences and directions for future work are further discussed.

Authors

• Maria Cristina Limlingan, Tufts University

• Sidai Dong, Tufts University

• Amanda Miller, Tufts University

• Christine M. McWayne, New York University

• Jayanthi Mistry, Tufts University

• Betty S. Zan, University of Northern Iowa

• Kimberly Brenneman, Rutgers University

• Daryl B. Greenfield, University of Miami