earticle

영어

Recent research has mapped the ways social identity and co-membership have a great impact on the success of children’s language acquisition. Social identity and co-membership are powerful in language learning processes. This study explored the social identities and co-membership of preschool children through language use and interactions with their peers, teachers, and adults in the classroom. The sociocultural theory of learning and the sensitizing concepts are used as the framework of this study to capture what we see in the ordinary social world. Data were collected from observations, interviews, and field notes and analyzed to identify preschool children’s social identities and co-membership in language learning processes. Findings indicate that preschool children’s historical and cultural backgrounds should be appreciated in constructing their social identities and co-membership. The study also implies that ethnographic research should be conducted for deeper understandings of social contexts in shaping people’s lives and experiences.