Immigrant Children in Infant-Class Interactions

Abstract

This article reports on research aimed at identifying ways of improving the contribution of Dutch infant classes to the second language acquisition of nonnative children. Verbal interactions in 15 Dutch infant classes with immigrant children were investigated. Conversations were audiotaped during five types of activity: the pupil-centered conversation, the instructional exchange, the children's group, the small-group-with-teacher, and the special second-language group. Several input and production features, which are assumed to facilitate second language acquisition, were analyzed. Potentially, the special second language group offers the best opportunities for second language acquisition with respect to input and response production; the children's group is the most favorable activity with respect to self-initiated production. Regarding the actual contribution of the five activities to an average infant-class day, however, the children's group offers most of the beneficial interaction for second-language acquisition. Implications for the teaching of young multilingual children are presented.