Language and Play of Preschool Children Learning English as a Second Language and Native English Speakers

Abstract

To study the frequency and complexity of language in relation to levels of social play, 5 preschool children learning English as a second language and 5 English-speaking peers were observed during free play in the fall and 6 mo. later in the spring. In the fall native English speakers were observed proportionately more often in group play. In the spring, both groups were observed more in group play and less in solitary play. All children spoke more often and used more complex speech during group play than during solitary or parallel play. Observed social interactions were primarily positive for both groups. The relation between developing language and play is discussed in the context of the total social environment.