Peer Interaction, Language Proficiency, and Language Preference in Bilingual Preschool Classrooms
Bibliographic Data
| ID | 6064797 |
|---|---|
| Authors | Kathleen Barrows Chesterfield, Ray A Chesterfield, Ray Chesterfield, Regino Chavez (0000-0003-1754-3610, Juwrez and Associates,Los Angeles, California) |
| Year | 1982 |
| Volume | 4 |
| Issue | 4 |
| Pages | 467-486 |
| Publication date | 1982-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Hispanic Journal of Behavioral Sciences (JOURNAL) |
| Journal identifiers | ISSN: 0739-9863 • E-ISSN: 1552-6364 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/07399863820044004 |
| OpenAlex | W2072965759 |
| Language | EN |
| Citations received | 8 |
| References cited | 10 |
Classroom interactional patterns by language choice and speech partner of six 4-year-old Spanish-preferring children enrolled in a bilingual preschool were observed over the course of 1 year. It was found that those children who used relatively more English with peers in the classroom and who increased their English usage over time generally showed the greatest increases in English proficiency as measured by mean length of utterance. Rank order correlations of increased language proficiency and various measures of classroom interaction suggest that interaction with peers who speak English relates directly to second-language proficiency and that there is a closer relationship between children's interactional patterns with peers than between such patterns with teachers in regard to increased second-language proficiency. In addition, increased proficiency in English led to a change in language preference in the context of the preschool classroom
Developmental psychology · Geography · Language assessment · Language proficiency · Linguistics · Mathematics education · Preference · Utterance · Language Development and Disorders · Mathematics · Multilingual Education and Policy · Psychology · Reading and Literacy Development
The Influence of Teachers and Peers on Second Language Acquisition in Bilingual Preschool Programs
Teachers’ Use of Spanish in the Classroom
Supporting Spanish-English DLLs in Head Start
The social–emotional development of dual language learners
The role of positive peer interactions and English exposure in Spanish-speaking preschoolers’ English vocabulary and letter-word skills
Vocabulary Development Through Peer Interactions in Early Childhood
A Desire to Return to the Country of Birth as a Function of Language Preference
Examining Language Use and Classroom Factors Among Spanish-English Dual Language Learners in Preschool
A First Language
Structure and Strategy in Learning to Talk
The Development of Communication Skills
Carmichael's manual of child psychology.
Conversational competence in children
Young children's use of age-appropriate speech styles in social interaction and role-playing
Children as teachers - of peers and ourselves
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,19 |
| Citation span | 1983 - 2026 (44) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |