A Case Study of Two Bilingual Children’s Language Development

Project Number
SUG 21/14 KYH

Project Duration
February 2015 - January 2017

Status
Completed

Abstract
The development of bilingual children’s language in the early years is a complex process, depending on myriads of factors. For pre-school children, it has been assumed that interaction with peers and caretakers is the main site where their language learning takes place. The current study aims to investigate developmental profile of two bilingual children’s (aged 4.2 and 3.8) language. The study adopts a design of longitudinal case study and plans to record their interaction with and without their caretaker present once every two weeks over the period of 18 months. Every two weeks, two recordings will be made: one is of their play sessions where the two children play without their caretaker and the other is of play sessions with one of their caretakers. Using the micro-analytic methodology of conversation analysis (Sacks, Schegloff, & Jefferson, 1974), the study aims to investigate if and how interaction contributes to their language development over time.

Funding Source
MOE

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