Bilingual Practices: Mexican American Immigrant Children's Code-Switching in Peer Play Interactions in a Bilingual U.S. Preschool

論文發表人：湯雅婷 (加州大學聖塔芭芭拉分校教育研究所博士班)

 

http://www.aera.net

 

會話分析學派的學者嘗試由對話情境中的對話細節去瞭解語碼轉換的現象。本研究採用民族誌研究法，長時間記錄美籍墨裔幼兒在雙語幼稚園中與同儕互動的情況。本研究並採用會話分析法，分析幼兒的互動以及雙語對話。研究結果發現美籍墨裔幼兒善於運用自身的雙語資源，並將語碼轉換做為一種應對技巧，進而影響遊戲中同儕群體互動的參與架構。研究的結果證明雙語教育將對雙語幼兒在社會化的發展上有所助益，並且對美國加州227教育法案提出合理性的質疑。

 

Recently, researchers working within the framework of conversation analysis have argued that in order to understand code-switching, the analyst must attend to "the details of its local production in the emerging conversational context which it both shapes and responds to" (Auer, 1998). This study analyzes examples of talk from an ethnographic study of children's free play peer interactions recorded at a bilingual preschool program serving Mexican-American families in California. The analysis demonstrates how children use code-switching to shift the local "participation frameworks" (Goodwin, 1990) of their play during moment-to-moment sequences of interaction. Results are discussed in terms of implications for educational policy.