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

Aios I 18

1.3 Overview of the study

Vhen children go to school for the first time, they have to adapt to a
setting which is new to them in a number of aspects. They are confronted,
among other things, with new discourse patterns (Vllles,1983): some are
related to the teachers' personality , but most of them seem just typical
of classroom interaction or other tutoring situations (Sinclair and
Coulthard,1975; Vells,1981).

As language plays such an important part in school, it is regarded as one
of the main factors accounting for the failure of certain children.
(Kohl,1967; 0gbu,1982). In particular, stress has been put on differences
in language varieties, uses of language and discourse patterns
(Labov,1972; Blank,1982; Heath,1983; Philips,1972). Vhen learning and
interacting in school is processed through a language different from the
children's LI, the mismatch between home and school is even greater,
although bilingualism is not in itself a source of academic failure
(Cummins,1979).

Communication in the classroom should be facilitated for the L2 learner
to acquire oral language skills that will enable him to participate fully
in classroom activities: as it is easier to understand familiar patterns,
compatible with the listener's expectations of how conversation is
structured (Brown et al.,198A)_t teachers should use as much as possible
those discourse patterns the children use in their Ll and through which
they have developed their communicative and learning competence. This is
particularly valid for classroom activities for the development of oral
skills in the L2.

In underdeveloped countries we often have the situation whereby
communication in the primary classroom is processed through a language
that is an L2 for both children and teachers. They may share the same

<<   15   16   17   18   19   20   21   >>

More intriguing information