The Role of Play Towards Children’s Language Development in an Immersion Classroom  

Oleh:

Kalisa, Pasca ; Trisanti, Novia

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 223-231.
Topik: play; children’s background; early years; immersion
Fulltext: hal 223.pdf (15.04MB)

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The paradigm shift on education in early years has attracted worldwide’s attention in designing learning activities appropriate for children at early ages. Responding to this shift, play is adopted as the center of curriculum to stimulate children in developing their language since play requires them to learn by doing. Thus, this study is aimed at investigating to what extent play could influence children’s language development and how other factors dealing with children’s background might influence their language development. The participants of this study were 11 students enrolled at Mondial School, an imersion school in Semarang, Indonesia. The children were engaged in constructive play and role play in a natural setting. Data were analyzed based on the children’s responses to play instructions in both constructive and role play. In addition, data in line with other factors which might influence the production of language were taken into consideration. It was found that children showed the syntax complexity in constructive play center since they initiated their own task compared to role play which was more teacher-directed play. Moreover, the children tended to produce the language more only when they were exposed to the immersion program longer, when English was also spoken at home in turn with their first language (Indonesian), and when they had English access at home. In conclusion, children’s language development was not only affected by play as the learning activities, but also some factors including length of exposure to immersion program and language spoken at home.

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