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• W2255598857 abstract "ABSTRACT The analysis of social behaviour abounds with examples of the joint impact of personality and situational variables (Cherry and Byrne, 1977). This theme is reiterated in broader terms by developmental psychologists who espouse the importance of both a cognitive-developmental and a social learning approach to the acquisition of social behaviour. However, it is less often that one sees social psychologists apply an interactional framework to the acquisition and communication of language. My intent in the conference presentation is to explore a framework for discussing language communication which isolates some of the relevant person variables (e.g. gender, ethnicity, ESL/non-ESL, motivation) and some of the relevant situational variables (e.g. explicitness of learning environment, teacher behaviour, minority/majority ratio). I am particularly interested in applying this analysis to the problems encountered by non-English speaking children in pre-school environments where no official language instruction is available. Many children in Canada, of pre-school age, will experience day-time care in either group home or institutional facilities where attention could be paid in a formal way to language instruction. It is becoming clearer that English cannot be learned adequately by the informal social contacts available in these group settings and a study was conducted to explore the extent of the problem. An extensive observational analysis of 3 and 4 year olds' social contacts, play preferences and speech behaviour was undertaken in a local preschool setting. ESL children (represented by a variety of different ethnic groups) approached peers less frequently and were contacted less frequently than English-speaking children. ESL children grouped together creating a similarity effect not unlike that found by Lucas (1975). They spent more time in solitary play and watching others. Language communication was, for the most part, inappropriate. The number of months's attendance at pre-school was positively correlated with appropriate speech behaviour. By 11 months, ESL children were engaging in more appropriate speech behaviour. However, it was still not at the level of their English-speaking peers. Despite the absence of explicit language learning goals in the pre-school, some environmental restructuring might well increase the contacts between groups such that formal language instruction would not become necessary. Further research is required to determine whether instruction is necessary or advisable. Some researchers have focused on the subtractive aspects of second-language learning for Canada's minority children. It seems possible that as early as 3 or 4 inroads can be made which foster both bilingualism and biculturalism. However, this will likely take some joint understanding of the social and cognitive aspects of the language learning and communicating environment." @default.
• W2255598857 created "2016-06-24" @default.
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• W2255598857 date "1980-01-01" @default.
• W2255598857 modified "2023-09-27" @default.
• W2255598857 title "Ethnicity and Language as Indicants of Social-Psychological Status" @default.
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• W2255598857 doi "https://doi.org/10.1016/b978-0-08-024696-3.50026-0" @default.
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