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

Segregation
LDS

Maintenant

HDS

Programmes
`e

Submersion

LDS

Immersion

HDS

Dominant medium

Ll

L2

∏f eriιιcatinn                 —.

κ∕ι Uuuvniivii

Finns

W. Europe

Bantu

Turks

Uzbekistan

Chicanas

Zambia

minorities

Canada

Organizational factors

I. Alternative programmes

available

—

—

+

+

—

—

+

2. Pupilsequallyplaced
vis-a-vis knowledge of ME

3. Bilingual (B), Trained (T)

+

+

+

+

-

-

+

teachers

B

BorT

BT

BT

B

T

BT

4. Bilingual materials (e,g.
dictionaries) available

S. Culturalcontentof

—

+

+

+

-

-

+

materials appropriate for
pupils

—

—

+

+

—

—

+

Learner-related affective factors

6. Low level of anxiety

(supportive, non-
authoritarian)

—

—

+

+

—

—

+

7. High internal motivation

(not forced to use L2,
understands and sympa-
thetic with objectives,
responsible for own
learning)

—

—

+

+

-

—

+

8. High self-confidence (fair

chance to succeed, high
teacher expectations)

—

^-

+

+

+

Li-related linguistic, cognitive,

pedagogical and social factors

9. Adequatelinguistic

development in Ll (LI
taught well, badly or not
at all in school)

B

B

W

W

-

—

W

10. Enough relevant, cogni-

-7

tively demanding subject
matter provided

-7

+7

+

+

—9

+

11. OpportunitytodevelopLI

outside school in linguisti-
cally demanding formal

+?

—

+

—

+

—

+

contexts

12. L2-teaching supports (+)

or harms (—) Ll develop-
ment

+

+

+

+

—7

+

L2-related linguistic, cognitive,
pedagogical and social factors
13. Adequate linguistic

development in L2 (L2
taught well, badly or not
at all in school)

B '

B

W

W

B

B

W

14. L2 input adapted to pupils’

-7

L2 level

+

+

+

+

—

+

15. Opportunity to practise L2
in peer group ∞ntexts

16. Exposuretonative

—

—

+

+?

—

—

-

speaker L2 use in linguisti-
cally demanding formal

—

+

+

+

+

+

contexts__________________