Abstract
This study explores children's social processes in a multicultural and multilingual after-school program. It extends the understanding of how culture and language affect children's peer relations. Fieldwork was conducted over a four-month period. On average, 35 children, ages 5–11 and representing 13 cultural and linguistic groups, attended the program. Children's peer group structures were heavily influenced by language. Nationality influenced peer groupings more than race. The presence of siblings and neighbors were contextual factors influencing peer relations. The influence of gender and age differed between groups, with cross-gender and cross-age play being more common in limited English-speaking groups than in fluent English groups. Implications for educators are noted.
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