Pragmatically Speaking: Toward Understanding the Language Use of Young English Learners

• In Event: Language Issues: Bilingual Language Learners, Language Policy, and Second Language Learning Programs

Abstract

This paper presents findings from a qualitative research study of how young English learners in the U.S. use the English language in authentic classroom communication. Audiotaped classroom language data, classroom observations, and teacher and student interviews were used to study the language use of eight Spanish speaking English learners in a 4th grade classroom. Preliminary findings from this study show that at least three of the eight focal English learners use features specific to Chicano English when communicating with the teacher and classroom peers. This study illuminates the complexity surrounding young children’s language variety use and teachers’ attempts to “improve” their students’ English.

Author

• Claudia Rodriguez-Mojica, Education Northwest