Who's the boss? How communicative competence is defined in a multilingual preschool classroom

Research output: Contribution to journalArticlepeer-review

Abstract

This article investigates how classroom communicative competence was defined in a multilingual preschool classroom. Sociolinguistic analysis of a conflict event, and the larger classroom context, reveals the norms and values that influenced the behaviors of an English-speaking teacher, bilingual teaching assistant, and two Chinese-speaking preschoolers. The article identifies problems that teachers face when they attempt to value the children's home languages at the same time that they socialize them into U.S. English-speaking classrooms.

Original languageEnglish (US)
Pages (from-to)230-252
Number of pages23
JournalAnthropology and Education Quarterly
Volume31
Issue number2
DOIs
StatePublished - Jun 2000

ASJC Scopus subject areas

  • Education
  • Anthropology

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