Abstract
A sociolinguistic analysis of language use among preschool children in a bilingual English/Hebrew bilingual classroom was conducted to examine the effects of teacher background (U.S. or Israeli born/educated) while interacting with children from bilingual or monolingual backgrounds and teacher’s participation (presence or absence) in classroom context. The results suggest that the bilingual (Israeli) teacher had a different interactive style than the American teacher. Children interacted differentially with each teacher and, as a result, varied both their speech and their involvement. The children’s backgrounds also influence their language use patterns in the small peer group interaction context with the teacher absent.
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