Revised version of PhD Thesis, from Stanford University, 2011.
Vol. 102 in the Bilingual education & bilingualism series.

Includes bibliographical references and index.

1. Introduction -- Aims and Scope -- The Acquisition of Sociolinguistic Knowledge -- Language Immersion, Mandarin and Dialect Variation -- Fieldsite and Methodology -- Overview of Chapters

2. Standard Mandarin and Sociolinguistic Variation -- What is Standard Mandarin? -- Retroflex and Dental Initials -- Mandarin and the Retroflex–Dental Merger in Taiwan -- Social Distribution and Significance of the Merger -- Implications for the Present Study

3. Teacher Language Use -- The Significance of Teacher Speech -- Teacher Speech in the Classroom -- Mandarin Teachers at Meizhang -- Teacher Variation by Classroom Event and Utterance Type -- Discussion

4. Corrections and Other Metalinguistic Discourse -- Bilinguals and Metalinguistic Discourse -- Corrective Feedback in the Classroom -- Methodology -- Corrective Feedback Findings -- Other Metalinguistic Discourse -- Discussion

5. Student Language Use -- Language at the Early Elementary Age -- Methodology -- Student Language Use -- Usage Patterns in Interaction -- Discussion

6. Implications and Future Directions -- Summary of Key Findings -- Implications for Theory and Research -- Implications for the Classroom -- Concluding Remarks

References

Index

"This book investigates the acquisition of sociolinguistic knowledge in the early elementary school years of a Mandarin-English two-way immersion program in the United States. Using ethnographic observation and quantitative analysis of data, the author explores how input from teachers and classmates shapes students’ language acquisition. The book considers the different sociolinguistic messages conveyed by teachers in their patterns of language use and the variety of dialects negotiated and represented. Using analysis of teacher speech, corrective feedback and student language use, the author brings together three analyses to form a more complete picture of how children respond to sociolinguistic variation within a two-way immersion program." (Book Cover)