An Analysis of the Ways Filipino Bilingual Children Initiate Conversation with Different Interlocutors

Abstract

This research sought to enumerate, describe, and analyze the initiation devices used by Filipino bilingual children with different interlocutors. A descriptive study was designed using as framework the interrelationship of Conversation Analysis, Register and Genre Theory, Communicative Competence, and Michael McTear’s work on children’s initiation devices. Forty (40) Grade Two students from the University of the Philippines (UP) Integrated School, who were exposed to English and Filipino at home and/or in school, were randomly selected and subsequently observed under controlled conditions: each child had to complete three simple puzzles in three stations, each with a different interlocutor—a peer, a teacher, and a stranger. The puzzles each had a missing piece, in order to facilitate interaction. The conversations were video-recorded, transcribed, tallied, and analyzed. The data showed that children used both non-verbal and verbal devices or in combination. They mostly used eye contact with a non-phatic function. Head and/or hand gestures at the teacher were done. As for verbal devices, the children used statements the most, but with strangers, the preferred device was a question. Vocatives were used the least, except with the teacher. In these instances, vocatives functioned as to get attention. This research shows that Filipino bilingual children use different verbal and non-verbal initiation devices, which are shaped by their specific interlocutor. This suggests a degree of communicative competence on their part.