Who's Coming to My Party? Peer Talk as a Bridge to Oral Language Proficiency

Abstract

In this ethnographic study, I investigate heterogeneous-language peer interactions in an Englishonly kindergarten classroom. English Learners and English Proficient students co-created language necessary to build an argument, one discourse valued in schools. Students developed complex oral language proficiency skills but were viewed as engaging in chitchat. Implications include the need for teachers to listen to peer talk, which has potential for social, cognitive, and linguistic development necessary in which to bridge academic discourse. [English-language acquisition, special education, social development]

Differentiating Second Language Acquisition From Specific Learning Disability: An Observational Tool Assessing Dual Language Learners’ Pragmatic Competence

“…Therefore, it makes sense to think that neurotypically developing students will demonstrate some type of social engagement, ability to concentrate and follow directions, correctly interpret facial expressions, and understand social situations, all that Natalia demonstrated. After 5 weeks into the kindergarten year, Natalia demonstrated pragmatic competence by evaluating details associated with holding a party (e.g., location), stating inclusion/exclusion criteria to attend, and providing evidence why one could or could not attend (Farnsworth, 2012). In the preceding examples, Natalia demonstrated emerging pragmatic competence by (a) initiating, extending, and shifting topics, (b) correctly used “this,” (c) provided information relevant to her peers, (d) persuaded, (e) used queries to maintain a conversation, (f) stated a problem, and (g) recognized another’s need for help and provided assistance (see Table 4).…”

“…A child develops pragmatic competence by becoming aware that she or he can manipulate language to accomplish social ends (Kyratzis, Ya-Ting, & Bahar Koymen, 2009). Observations focused on peer interaction and pragmatic language allow practitioners to view the ways students (a) access their resources (e.g., native language, motivation), (b) communicate intentionally for social purposes, and (c) navigate their social (e.g., play) and academic (e.g., school) worlds (Farnsworth, 2012). Research that investigates these phenomena give insights into ways practitioners can effectively construct learning environments that contribute to DLLs’ success.…”

Teaching Bilingual Learners: Effects of a Language‐Based Reading Intervention on Academic Language and Reading Comprehension in Grades 4 and 5

“…Specifically, discourse analyses of fidelity data from this study might explore the nature of teacher and student talk in these small groups and the degrees to which teachers were able to leverage interactions to promote student talk that suggests metalinguistic awareness. Data from this study might also be triangulated with other qualitative or mixed-methods literacy research exploring the nature of small-group discussions and the roles that students play in them (see Farnsworth, 2012;Proctor & Bacon, in press). Merging different empirical perspectives on common topics will push the literacy field forward in synthesizing research findings with practical application.…”

Much more than talking: An emergent bilingual learner’s interactions in a New Zealand early childhood centre

“…Implications for NESB children Farnsworth (2012) notes that NESB children should be included in the regular learning environment to develop their relationships with others. This interaction is critical for social learning and a sense of belonging.…”