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

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Studies in adult-child conversation and in the ethnography of
coBaunication are examined <2.4 and 2.5) in order to point out the cross-
cultural variation, and five aspects of adult-child interaction are
examined to show how Vestern, white, middle class patterns are not
applicable to other cultural groups.

Chapter 3 provides information on Mozambique, where the data for the
study were collected. The language policies of the Portuguese and of the
revolutionary governments <3.1) and the development of the educational
system <3.2) are discussed, in particular the methods and problems of
language learning in the first grade and the training of teachers <3.3).
The IJf,D.E. Research Project on Bilingualism and Cognitive Development
carried out in Maputo, for which the data of the present study were
collected, is presented in 3.4.

Chapter 4 discusses the design and method of the study within the
naturalistic paradigm and the limitations of the data base, provides the
working definitions, and describes the coding system devised to classify
the data. It also discusses to what extent it is legitimate to contrast
home and classroom interaction, and to use data in Ll to Investigate^the
learning of L2.

Chapter 5 presents the results of the analysis of home conversations,
contrasting their characteristics with those of texts used for classroom
practice. Their topics and purpose are described, and patterns in the
sustaining of interaction, the use and function of clarification requests,
and the exchange of information are identified. The discussion is focused
on the development of oral fluency in L2.

Chapter 6 discusses the implications of the study for Teacher Education
in underdeveloped countries, in a perspective that makes use of the
construct of 'Zone of Proximal Development* and of the contributions of
ethnography to education. The limitations of comparative studies of home-
school interactions are indicated; it is suggested that teachers should
be able to select relevant features from the out-of-school experience of
the children, and their 'ways of talking', for classroom use.

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