dc.contributor.author	Nowalk, Thomas J.	en
dc.contributor.committeechair	Shrum, Judith L.	en
dc.contributor.committeemember	McKeon, Donald M.	en
dc.contributor.committeemember	Murphy, Susan B.	en
dc.contributor.committeemember	Rogers, Cosby Steele	en
dc.contributor.committeemember	Burton, John W.	en
dc.contributor.department	Teaching and Learning	en
dc.date.accessioned	2014-03-14T20:10:15Z	en
dc.date.adate	1999-04-23	en
dc.date.available	2014-03-14T20:10:15Z	en
dc.date.issued	1999-03-01	en
dc.date.rdate	1999-04-23	en
dc.date.sdate	1999-04-20	en
dc.description.abstract	The study applies an ethnography of speaking to the study of a bilingual child, with the construct of a frame as the unit of analysis. The child was observed and tape recorded playing a commercial game in Chinese with her mother, and in English with her father. Both activity frames and conceptual frames were analyzed toward answering (1) what frames were performed during game play (2) how those frames differed between Chinese and English (3) what conceptual frames were produced in languages spoken and (4) how those conceptual frames differed between each language. In brief, the study applied an ethnographic perspective toward describing how the organization of activity and language compared between both languages, through the play of a single game. The study discovered that each parent enacted different roles with the daughter during the play of the game. Whereas the mother, who had previous experience with game, performed an expert-novice role during game play, the father with his lack of experience in playing the game, took a novice-expert stance with respect to the daughter. The activity frames and conceptual frames followed accordingly, with the games in Chinese dominated by frames featuring directing and reporting on the part of the mother. In contrast, the English games reported the daughter dominating talk with informing and reporting functions of frames. Of the conceptual frames, Chinese presented game objects and events as changes of state; objects were evaluated according to notions of permission and convention. Conversely, English conceptualized objects as independent things existing with attributes, and events as discrete objects with defined spans of time. The study discovered a tight relationship between utterance, its function, and its frame for embedding topic-relationships. This relationship hints at dual activity-conceptual systems among bilingual children, warranting further attention by educators to integrate three dimensions into language classroom instruction: grammar form, speech function, and conceptual contents. As this study demonstrates, bilingual children do much more than talk in two languages.	en
dc.description.degree	Ph. D.	en
dc.identifier.other	etd-042099-102246	en
dc.identifier.sourceurl	http://scholar.lib.vt.edu/theses/available/etd-042099-102246/	en
dc.identifier.uri	http://hdl.handle.net/10919/27071	en
dc.publisher	Virginia Tech	en
dc.relation.haspart	Chpt5.PDF	en
dc.relation.haspart	Chpt2.PDF	en
dc.relation.haspart	Appendices.PDF	en
dc.relation.haspart	Chpt4.PDF	en
dc.relation.haspart	Chpt1.PDF	en
dc.relation.haspart	Bibliography.PDF	en
dc.relation.haspart	OPENING.PDF	en
dc.relation.haspart	Chpt3.PDF	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	bilingual education	en
dc.subject	Bilingualism	en
dc.subject	ethnography	en
dc.subject	Speech Function	en
dc.subject	Frames	en
dc.title	Framing Games: an Exploration Into the Speaking Activity of a Chinese-English Bilingual Child	en
dc.type	Dissertation	en
thesis.degree.discipline	Curriculum and Instruction	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Ph. D.	en

Framing Games: an Exploration Into the Speaking Activity of a Chinese-English Bilingual Child

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