Teacher and peer interaction in lower age novice-newcomer’s L2 learning and socialisation

This study adopts a sociocultural approach to examine the language socialisation of lower age novice-newcomer recently arrived in Finnish open day care centre. A mixed method combining ethnographic analysis and quantitative has been used analyse video-recordings. The results suggest that when educators recognise novice-newcomer’s diverse needs deploy thereby multimodal socialising strategies (i.e. verbal, gestural), interactive competences could ameliorate across time. Different from adults, local children seem unconscious peers cultural linguistic backgrounds, which sets out challenges for balancing recognition diversity with equality.