An Ethnographic Analysis of the Language Use Patterns of Bilingually Schooled Children. Working Papers on Bilingualism, No. 13.

Autor/inn/en	Bruck, Margaret; Shultz, Jeffrey
Institution	Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project.
Titel	An Ethnographic Analysis of the Language Use Patterns of Bilingually Schooled Children. Working Papers on Bilingualism, No. 13.
Quelle	(1977), (38 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bilingual Education; Bilingual Students; Bilingual Teachers; Bilingualism; Code Switching (Language); English (Second Language); Ethnography; Evaluation Methods; Grade 1; Interaction; Language Dominance; Language Usage; Peer Relationship; Primary Education; Sociolinguistics; Spanish; Spanish Speaking; Student Teacher Relationship; Teacher Influence; Videotape Recordings + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnografie; School year 01; 1. Schuljahr; Schuljahr 01; Interaktion; Sprachliche Dominanz; Sprachgebrauch; Peer-Beziehungen; Primarbereich; Soziolinguistik; Spanisch
Abstract	Language use patterns of two grade one children in a Spanish-English half-day pull-out transitional bilingual program were examined. Videotape data were collected three times throughout the school year in both the bilingual and regular English classrooms. Over the year there were two teachers in the bilingual class: one English dominant, the second Spanish dominant. Analyses focused on the amount of language used in different settings and the conditions under which each language was used for teacher-child and child-child interactions. The data were analyzed to examine the effects that time and teacher language dominance had on these patterns. Results of the study indicate that the use of English increases throughout the year, and that teacher's language dominance has a pervasive effect on language use patterns. The contribution of this study to bilingual education, sociolinguistics and evaluation methodology is discussed. (Author/CFM)
Anmerkungen	Bilingual Education Project, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M5S 1V6 (as long as supply lasts)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01