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Play and Peer Interaction in a Low-Exposure Foreign Language-Learning Programme

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Preschool Bilingual Education

Part of the book series: Multilingual Education ((MULT,volume 25))

Abstract

This chapter discusses the possibilities of enabling peer interaction through structured child-initiated play in a low exposure, foreign language context. The research took place in a pre-primary institution in Portugal with a group of sixteen 5–6 years olds, whose shared classroom language was Portuguese, and who were given two 30-min English lessons a week by a visiting teacher. Together with these teacher-led sessions in the foreign language, children were also given access to English through structured child-initiated play in a resourced English learning area (ELA), one of several learning areas in their room. With a view to understanding the way these children interacted with peers, I focus on the different activities carried out between the learners and how they used English while in this area. Using observation field notes and photos of children engaging in free play in the ELA, interviews with children and their educators, I analyze data considering Blum-Kulka and Snow’s contextual features of peer talk (Discourse Stud 6(3):291–305, 2004: 298) considering the collaborative, multi-party, symmetrical participation structure of the activities and the shared worlds of these children’s classroom culture. The results provide evidence of children easily using the L2 with peers and supports the inclusion of an approach which enables child-initiated play in foreign language learning contexts to promote language development. I conclude with recommendations for educators in foreign language learning contexts of low exposure.

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Notes

  1. 1.

    Movimento de Escola Moderna Portuguesa (MEM) began in the 1960s following the natural method of learning of the French pedagogue Célestin Freinet, and is an approach which values cooperation solidarity and democracy. For further information see http://www.movimentoescolamoderna.pt/modelo-pedagogico/

  2. 2.

    The HighScope Curriculum is an approach that emphasizes adult-child interaction and a carefully designed learning environment with teachers and students being active partners in shaping the educational experience. For further information see http://www.highscope.org/

  3. 3.

    For more information about the Reggio Emilia Model see Edwards, Gandini and Forman (2011) or http://reggiochildrenfoundation.org/?lang=en

  4. 4.

    Around one third of all pre-primary establishments in Portugal are Private Institutions of Social Solidarity (European Union 2011, 104).

  5. 5.

    All children’s names are psuedonyms.

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Author information

Authors and Affiliations

  1. Modern Languages, Cultures and Literatures, Universidade Nova, Lisbon, Portugal

    Sandie Mourão

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  1. Sandie Mourão
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Editors and Affiliations

  1. Language Program Faculty of Advance Studies, Oranim Academic College of Education, Tivon, Israel

    Mila Schwartz

Appendix 1

Appendix 1

Transcription Key

  • ((Text)) = Described actions

  • Text = Spoken in Portuguese

  • [Text] = Translated speech

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Mourão, S. (2018). Play and Peer Interaction in a Low-Exposure Foreign Language-Learning Programme. In: Schwartz, M. (eds) Preschool Bilingual Education. Multilingual Education, vol 25. Springer, Cham. https://doi.org/10.1007/978-3-319-77228-8_11

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  • DOI: https://doi.org/10.1007/978-3-319-77228-8_11

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