The acquisition of discourse competence: Evidence from preschoolers' peer talk

Abstract

In uncovering the mechanisms underlying language acquisition, developmental studies have tended to overlook the acquisitional relevance of child–child discourse. The purpose of this study is to explore the extent to which the acquisition of discourse competence with a special focus on metalanguage can be traced back to supportive interactional structures inherent in preschoolers' peer talk. Thus, a so far neglected acquisitional context is investigated with respect to a domain of language acquisition which is highly relevant for classroom participation and school success. Based on naturally occurring child–child interactions, the analyses examine how the participants establish, maintain, and direct ongoing discourse. The findings argue that peer talk has to be considered a rich acquisitional context offering children a platform to try out means of metalanguage that in adult–child interaction are often reserved for the adult. The results are discussed in relation to the question as to how children may benefit from verbal models supplied by adults but incorporated in and through specific interactional patterns of peer culture.