Children acquire linguistic competence via social interactions with adults and learn to converse in accordance with the norms of their communities. The present dissertation examined the communicative patterns of Thai-English bilingual mothers and children in their two languages, as well as compared the bilinguals’ conversations to each of their monolingual counterparts. Language samples were elicited using naturalistic tasks in the home. In Experiment 1, mothers and children jointly recounted their past experiences. Bilingual dyads exhibited two different reminiscing styles: high-elaborative–characterized by more detailed narratives and use of evaluative statements–when speaking English and low-elaborative–characterized by use of directives–when speaking Thai. In Experiment 2, mothers and children engaged in book sharing. Bilingual dyads adopted a story co-constructor style–where narrative contributions from children were encouraged–when sharing the book in English, and adopted a storyteller-audience style–where mothers model adult-like language and literacy practices while children listen–when sharing the book in Thai. In Experiment 3, mothers and children played with a set of toys. Bilinguals’ play interactions were reminiscent of a child-centered style–characterized by children taking the lead–when speaking English and an adult-centered style–characterized by mothers giving children directions–when speaking in Thai. In Experiment 4, children recalled memories with the interviewer and their personal narratives were compared to those with their mothers. Cross-linguistic differences in bilingual children’s speech observed in Experiment 1 were no longer observed during their conversations with the interviewer who provided minimal scaffolding, suggesting that culture-specific narrative socialization is adult-driven during early stages of child development. Experiments 1-4 also demonstrated that maternal scaffolding strategies influenced children’s emerging narrative skills in both languages and that gender-specific socialization goals moderated cross-linguistic differences in bilinguals’ narratives. In Chapter 6, bilingual mothers’ and children’s communicative patterns were compared across languages (English and Thai) and tasks (from Experiments 1-4). Findings confirmed cross-linguistic differences in bilinguals’ conversation styles and underscore the influence of task characteristics on mother-child interactions. Taken together, the five Chapters provide evidence for cultural frame switching, specifically that linguistic and cultural norms influence mother-child interactions and that two distinct conversation styles co-exist in bilinguals. Child gender, interlocutor, and nature of dyadic activities influence the ways mothers and children communicate. More broadly, maternal speech transfers knowledge of pragmatic rules and social conventions based on the language of conversation. Through the process of socialization, children acquire language-, culture-, gender-, and context-specific communicative styles and learn to use them appropriately.

Creator

• Rochanavibhata, Sirada

DOI

• https://doi.org/10.21985/n2-k99h-js53

Subject

• Developmental psychology
• Communication

Language

• en

Alternate Identifier

• etdadmin_upload_900936
• http://dissertations.umi.com/northwestern:16044

Keyword

• parent-child interactions
• narrative
• bilingualism
• cross-cultural
• cross-linguistic
• language development

Date created

• 2022-01-01

Resource type

• Dissertation

Rights statement

• In Copyright