ABSTRACT
Research into young children’s linguistic abilities shows that they are sensitive to the
language skills of their peers and can adjust their language to facilitate comprehension
and communication. This article discusses findings of a research project on young
The study explores how children use their two languages in that setting, how they
develop their bilingualism, and in what ways they manifest their metalinguistic and
metacommunicative skills in the classroom. One aspect of their developing bilingualism
is demonstrated in the ways that they collaborate with each other and serve as mediators
for the language and concept learning of their peers. This article demonstrates aspects of
the interactive work of negotiating shared meaning in the classroom by children of
varying degrees of bilingualism and those just starting to develop their bilingual skills.
