A SOCIOLINGUISTIC PERSPECTIVE ON 2ND-LANGUAGE USE IN IMMERSION CLASSROOMS

被引:83
|
作者
TARONE, E [1 ]
SWAIN, M [1 ]
机构
[1] ONTARIO INST STUDIES EDUC,TORONTO,ON M5S 1V6,CANADA
来源
MODERN LANGUAGE JOURNAL | 1995年 / 79卷 / 02期
关键词
D O I
10.2307/329617
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This paper cites observational and interview evidence indicating that immersion students in the U.S. and Canada increasingly avoid using their second language in peer-peer interactions as they move into higher primary grade levels. Systematic research is called for to explore this reported phenomenon. It is suggested that the phenomenon is actually predictable if one takes a sociolinguistic perspective on immersion classrooms, viewing them as speech communities that become increasingly diglossic over time. The paper ends with a summary of discussions with immersion teachers about possible implications for teaching in immersion settings.
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页码:166 / 178
页数:13
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