| This self-study describes patterns of communication in social interaction in a French immersion kindergarten. The process of "scaffolding" (Bruner, 1975) which specifically considers the role of the adult tutor in an interactive instructional context, was selected as the method of research.; Inherent in the structure of the L2 scaffolding process are situationally embedded language and paralanguage behaviours used by the teacher which evolved and changed over time to accommodate students' developing needs. Initially, the second language was primarily conveyed by the dominating physical presence of the teacher. Forcefully repeated, extended, and encouraged, language, both pedagogical and organizational in nature, was heavily supported by the manipulation of pedagogical materials. The children's participation in the early stages was limited to memorization and imitation of "teacher" language and gestures within songs and formulas. As the children's comprehension of L2 developed the supportive paralanguage features decreased in intensity and the previous focus on form was replaced by an accentuation of content. Collaboration now manifested itself, as students increasingly initiated their own learning by manipulating materials and directing dialogue. (Abstract shortened by UMI.)... |
