Discourse Patterns in First Language Use at Hcme and Second Language Learning at School: an Ethnographic Approach

Ol

M

So, you found [the money! ... how auch is

this?

(1 1 11

11

1 1

0>

02

Child

it is yours

(2

1 6

61

0

0

2>

03

M

yes, I'a saying: how much is this?

(1

1 4

11

1

1

0)

04

Child

oh ! [I don't know!

<2

1 6

61

0

0

1>

05

M

count it then!

(1

5 4

31

4

0

0>

06

M

how ιauch aoney is it?

<1

5 4

11

1

1

0)

07

Child

oh!

<2

1 6

61

0

0

1)

08

M

no, no, count it then, what's this then?

(1

5 4

11

1

1

1)

09

M

how Buch is here?

<1

5 4

11

1

1

1)

10

Child

ten [in Portuguese!

(2

1 6

61

0

0

1)

11

M

is it tell?

(1

1 4

13

1

3

0)

12

Child

yes

(2

1 6

63

0

0

1)

13

14

M

Child

[mixing the coins! ya, ya, ya ... and how auch
how auch is it now?                       (1

oh!                                                  <2

is this?

1 4 11 1

1 6 61 0

1

0

1)

1>

15

M

and this Boney, how such is it?

<1

1 4

11

1

1

1>

[goes on with the same pattern for 9 more turns!
25 Child it's tea

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1 6

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2)

26

M

[showing another coin! and this?

<1

1 4

11

1

1

0)

27

Child

it's ten

<2

1 б

61

0

0

2)

28

29

M

Child

[pointing at the two coins very close one
and if they are like this, how auch?
it's ten

another!
(114
(2 16

11

61

1

0

1

0

0)

2)