Prekindergarten children's second discourse learning

This study examined prekindergarten children's process of learning a commonly occurring classroom discourse structure, an instructional exchange consisting of three moves: teacher solicitation, student response, and teacher reaction. Six children were videotaped as they interacted with their teachers during the first 7 weeks of school. The children ranged in age from 2 to 4 years and spoke different languages (English, Chinese, and Korean). The 2‐year‐olds were unable to participate in the structure with their teachers. The 3‐ and 4‐year‐olds were observed to learn the structure quickly and to adjust to the following rules: (I) the teacher chooses the topic and initiates the interaction; (2) the pupil must respond, but only with permission; and (3) the teacher has the last word, reacting to the responses. Children's success in learning the structure was due to maturity and so‐ciocultural factors rather than to native language ability. Nonnative‐English‐speaking 3‐and 4‐year‐olds could participate successfully, in spite of the fact that they did not speak the language of their teacher

Developmental psychology · First language · Language acquisition · Linguistics · Mathematics education · Pedagogy · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology

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