Second-language-acquisition developmental differences: exploring migrant children’s language production in a daycare setting

ABSTRACT

Learning a new language and culture may be particularly difficult for families in the United States supported by migrant workers, who typically work long hours and live a mobile lifestyle. The purpose of this phenomenological study is to describe the interaction patterns (i.e. use of the Spanish and English languages) among native-Spanish-speaking children at a migrant daycare. Twenty-five children (aged two to nine) were observed during various activities across two periods. Interactional patterns were examined among children, employees and children, and parents and children. The essence of interactional patterns found included: (1) information, (2) collective language knowledge, and (3) learning. The children’s use of the English or Spanish language stemmed from their interlocutor and conversational goals.

KEYWORDS:

• Migrant children
• second-language acquisition
• daycare

Disclosure Statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dr. Kelly Torres is the Department Chair of the Educational Psychology and Technology program at TCSPP. Her research interests are focused on heritage language learners, English language learners, pre-teacher education, and online learning.

Dr. Meagan C. Arrastia-Chisholm is an assistant professor of educational psychology at Valdosta State University in the southern United States. There she teaches undergraduate courses in psychology and graduate courses on research methodology. Her research explores diverse learners across the life-course, learning processes, and effective teaching strategies.

ORCID

Kelly M. Torres http://orcid.org/0000-0003-4374-6366

Meagan C. Arrastia-Chisholm http://orcid.org/0000-0001-5491-5554

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.