Mutiara Chodhori, Christianti Tri Hapsari

Social interaction in second language acquisition: A case study at a Semarang kindergarten

Introduction

Social interaction in second language acquisition: a case study at a semarang kindergarten. Explore social interaction's critical role in early childhood SLA. A Semarang kindergarten case study reveals how peer talks & teacher scaffolding foster English development.

Abstract

Social interaction plays a critical and foundational role in Second Language Acquisition (SLA), particularly during early childhood when language learning occurs naturally through daily engagement. In multilingual environments such as Indonesia, where children are exposed to more than one language from a young age, the dynamics of social interaction become especially relevant. Despite extensive literature supporting the value of interaction in SLA, limited studies have focused on learners in hybrid, lab school models that combine formal instruction with informal, play-based learning. This study addresses that gap by exploring how social interaction facilitates English language development among children aged 3 to 6 at one kindergarten in the city of Semarang. A qualitative case study approach was adopted, utilizing classroom observations and teacher interviews to gather rich, contextual data. The findings reveal that peer conversations, structured group tasks, and incidental interactions with teachers and visiting foreigners provide essential opportunities for language input, output, and feedback. Teachers’ scaffolding strategies, aligned with Vygotsky’s Zone of Proximal Development, helped students transition from guided participation to independent language use. Nevertheless, challenges such as differing proficiency levels, passive learners, and limited time hindered optimal implementation. The study concludes that fostering interaction-rich environments is essential in early SLA and that effective instructional strategies must be adaptive and inclusive. These insights have important implications for educators, curriculum designers, and policy makers seeking to enhance language development in diverse early education settings, particularly within multilingual and hybrid learning environments.

Review

This study presents a timely and relevant exploration into the critical role of social interaction in Second Language Acquisition (SLA) among young children. By focusing on a kindergarten in Semarang, Indonesia, the authors address an important gap in the literature concerning hybrid, lab school models within multilingual early childhood contexts. The research question, exploring how social interaction facilitates English language development in 3-to-6-year-olds, is clearly articulated and highly pertinent given the global rise of early foreign language education. The qualitative case study approach is well-justified for an in-depth understanding of the complex dynamics at play in such a specific educational environment. The methodology, employing classroom observations and teacher interviews, appears robust for gathering rich, contextual data, providing a nuanced view of interactions. The findings effectively highlight diverse opportunities for language acquisition, ranging from peer conversations and structured group tasks to incidental interactions with teachers and even visiting foreigners, all contributing essential input, output, and feedback. The study commendably links these observed practices to theoretical frameworks, particularly Vygotsky’s Zone of Proximal Development, by illustrating how teachers’ scaffolding strategies aid students in progressing towards independent language use. Furthermore, the candid acknowledgment of practical challenges, such as varying proficiency levels, passive learners, and time constraints, adds a layer of realism and depth to the analysis. The conclusions drawn regarding the importance of fostering interaction-rich environments and adaptive instructional strategies are well-supported by the evidence presented. The study offers valuable implications for various stakeholders—educators, curriculum designers, and policymakers—particularly those operating in diverse early education settings, emphasizing its practical utility in multilingual and hybrid learning environments. While the case study design inherently limits generalizability, the rich insights derived from this specific context serve as an excellent foundation for further inquiry. Future research could potentially explore longitudinal effects, compare different hybrid models, or investigate specific intervention strategies to mitigate the identified challenges, building upon this solid exploratory work.

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