Affiliative Behaviors that Increase Language Learning Opportunities in Infant and Adult Classrooms

Abstract

Language acquisition has affective components that impact the learning process from infancy into adulthood (Schumann, 1997). To examine this, video micro-ethnographic analyses were conducted of two different classroom interactions, involving three infant participants/two teachers and six adult participants/two teachers. The analyses demonstrate that affiliation is a key resource used by both infants and adults to manage social vulnerability and, thereby, increase language learning opportunities. Behaviors such as gaze exchange, smiling, and mutual laughter, and strategies such as initiating interactions and participating in routines appear to be deeply implicated in building trust and promoting learning. In line with the interactional instinct theory (Lee, Schumann, Joaquin, Mikesell & Mates, 2009), we propose that this is in part because forming social bonds motivates learners and important providers of language input to interact.