Prior research by M. H. Goodwin (1990) found that preadolescent African-American girls socialized one another towards ‘egalitarian’ forms of social organization in task activities, but preferred forms that differentiated group members in other contexts. The present study examines how a friendship group of middle-class Turkish girls followed ethnographically (through videorecording of spontaneous free play conversations in their preschool classroom) socialized one another about gender and affect through directive usage and sanctioning in peer group conversations. The directive use of three group members who participated in different play contexts was examined. Group members explicitly sanctioned one another not to differentiate themselves, and used egalitarian forms of directives (tag questions, joint directives) when engaged in task activities or pretend play with one another. The same girls, however, used imperatives when they enacted the role of mothers, or played with boys. Results suggest that in peer group conversations among young Turkish preschool-aged girls, group members socialize one another that girls should speak in ways that enact egalitarian forms of social organization when with other girls, but they make local, strategic uses of these norms, competently enacting alternative, hierarchical forms of social organization in other contexts.
This study described and examined how reading alouds were carried out in 17 public preschool classrooms in Muğla, Turkey through detailed ethnographic field observations using the OMLIT-RAP that identifies and rates teacher behaviors when reading aloud to children. How often read-alouds performed during the week? How long were they? Did dialogues and follow-up activities occur? The results indicated that the quality of reading alouds in public preschool classrooms in Muğla -to be of low-to-moderate degree. Based on the findings of this study, other ways of improving reading alouds can be pinpointed, such as giving one or two vocabulary and accurate comprehension support for each word, having all children join in conversations with teachers during read alouds, expanding on children's comments about the book, placing the book in the context by mentioning the classroom theme or how the book fits into class activities and extending children's understanding by tapping into their own experiences to help them comprehend the story.
This study examined the quality of the literacy environments of 17 public preschool classrooms in Muğla, Turkey through detailed observations using the OMLIT-CLOC, an inventory of classroom literacy resources that identifies and rates 11 aspects of the literacy environment on a scale from 1 (low) to 3 (high). The results indicated the literacy environments of preschool classrooms in Muğla-including print displays, books, writing and reading areas and listening materialsto be of low-to-moderate quality. Based on the findings of this study, other ways of improving preschool education classrooms can be pinpointed, such as enriching the book genres accessible to children, providing more supplementary print material in the classroom and integrating literacy materials, toys and props into other classroom learning centers.
Second language learning includes not only acquiring grammar rules and new vocabulary but also learning the social routines of the culture to specifically project subjectivities in the way that is valued by the culture. This paper is part of a larger ethnographic fieldwork on naturally occurring peer group interactions of Turkish preschool children. The focused participant of the study is a 4 years old boy, Mete, who is trilingual and can speak English, Spanish and learn Turkish in the preschool. The excerpts in the study came from different play activities of children including family play and block play and were analyzed using techniques of talk-in-interaction with ethnography. The results suggest children pay attention to ideologies of gender from their culture, and socialize group members to project valued stances and subjectivities through utilizing a variety of linguistic resources strategically.
ÖZETBu çalışma bir derleme çalışması olup çocukların ikinci dil kazanım süreçlerinin incelendiği çalışmaları kapsamlı bir şekilde ele almaktadır. İkinci dil öğrenme ortamlarında etkileşimsel sınıf ekolojisinin yapısı, öğretmen ve çocukların birbirleriyle etkileşimlerde günlük olağan diyalogları anlamlandırma rutinleri ve ikinci dili öğrenen çocuklar için bu sınıf ortamlarındaki informal öğrenme fırsatları (öğrenmeyi kolaylaştırıcı aracılar) çalışmanın odaklanacağı başlıca konulardır. Çocukların ikinci dil kazanım süreçlerinin sınıf ortamında günlük etkileşimleri çerçevesinde yapılandırılmasının önemine dikkat çeken çalışmaların incelenmesinin dil öğrenim sürecinin nasıl desteklenebileceğine dair ebeveynlere, öğretmenlere ve okul yöneticilerine yön vereceği hedeflenmektedir.Anahtar Kelimeler: İkinci dil kazanımı, akran etkileşimleri, öğrenen bakış açısı, sosyalleşme, dil sınıfı
CHILDREN'S SECOND LANGUAGE LEARNING: A COMPREHENSIVE LITERATURE REVIEW ABSTRACTThis study examines children's second language learning process comprehensively through reviewing the studies focusing on classrooms as a social site for second language learning and particularly focusing on learners' perspectives in these second language classrooms. The structure of the interactive classroom ecologies and learning opportunities in second language learning environments and how these interactional routines and opportunities shape children's second language learning were the main topics reviewed. The detailed literature review presented evidence and suggestions on children's informal language learning and provided a fuller picture on how their interactional practices were constructed and could be supported by teachers and school administrators in language learning environments.
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