Understanding Two Korean Children’s Nonverbal Communication for Social Engagement at U. S. Preschools
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Through eight months of ethnographic observations and child interviews, this study explores two Korean children’s unique ways of nonverbal communication for social engagement at English-dominant U. S. preschools. Informed by studies of children’s peer culture, the study identifies three patterns of nonverbal communication used for the purpose of playing together or protecting a play activity. Drawing on Bakhtin’s ideas, a nonverbal language is conceptualized as having the following features: speaking voice, addressee, and a systemic way of presentation. These features are examined in the three patterns of nonverbal communication. The findings highlight the children’s capability to develop nonverbal ways of communication in accordance with classroom peer culture as well as with their home culture. Based on the findings, the researcher suggests that teachers appreciate the important role of nonverbal languages, carefully observe minority children’s actions in a different light, and support linguistic minority children’s communication and social engagement with children from the dominant culture.
Abstract
Through eight months of ethnographic observations and child interviews, this study explores two Korean children’s unique ways of nonverbal communication for social engagement at English-dominant U. S. preschools. Informed by studies of children’s peer culture, the study identifies three patterns of nonverbal communication used for the purpose of playing together or protecting a play activity. Drawing on Bakhtin’s ideas, a nonverbal language is conceptualized as having the following features: speaking voice, addressee, and a systemic way of presentation. These features are examined in the three patterns of nonverbal communication. The findings highlight the children’s capability to develop nonverbal ways of communication in accordance with classroom peer culture as well as with their home culture. Based on the findings, the researcher suggests that teachers appreciate the important role of nonverbal languages, carefully observe minority children’s actions in a different light, and support linguistic minority children’s communication and social engagement with children from the dominant culture.
참고문헌 (18)
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