원문정보
초록
영어
This is a qualitative study that investigated the first- and second language speaking peers’ contribution to the bilingual development of Korean preschoolers in a classroom in a Midwestern university campus town in the USA. Natural data collection was made from children’s bilingual discourses. Three factors, such as verbal interaction, presence of communicable peers, and play/materials, provided an authentic language learning context for the first and second language development. The several helping strategies, exchanged their roles as peer-teachers and peer learners. They used code-switching in diverse ways at different levels for active verbal communication embedded in their first- and second culture in the process of bilingual development.
목차
1. Introduction
1.1. Research Questions
2. Theoretical Foundation for L1 and L2 Acquisition
3. Methodology
3.1. Profile of Participants
3.2. Data Collection
3.3. Data Analysis
3.4. Observation of Different Classroom Languages on Visitation Periods
4. Findings
4.1. Dynamic and Multi-Dimension of Verbal Interaction among Bilingual Peers
4.2. Classroom Language Choice with the Presence/Absence of Peers
4.3. Helping Strategies Prompting Peers Verbal Communication
4.5. Code-Switching
5. Conclusion
References