Abstract: This study investigates the use of Dutch in conversational interactions by second generation Moroccan immigrants. In view of the complexity of the speech situation of particularly the older second generation, a framework for analysis was adopted which applies a sociolinguistic and ethnographic perspective to second language (L2) acquisition and intercultural communication.

Speech data were obtained from a total of forth-three subjects living in Utrecht, The Netherlands. The L2 conversational competence of two groups of nineteen Moroccan subjects was assessed based on ten conversations with students integrated in the Dutch school system and eight conversations with students who attended International Linking Classes, a transitional type of education for newly-arrived immigrant children. Quantitative data were used in addition to qualitative observations to relate conversational and sociodemographic variables to proficiency in spoken discourse.

Results indicate that though both groups of second language learners were proficient in maintaining conversational interaction, they employed different turn-taking strategies. Length of residence (LOR) and age at arrival were found to be more strongly correlated with conversational variables than age, which correlated with simultaneous speech only. Cultural differences in discourse style were observed with respect to frequency of turn-taking and simultaneous speech episodes.

In addition, analysis of an extended conversation in Dutch with five young adult Moroccans revealed a number of discourse strategies which were different from those employed by native speakers of Dutch. For instance, (1) continuous use of back-channel utterances served to re-establish conversational control; (20 organization of discourse topic contributed to a more formal style of argumentation; (3) simultaneous speech functioned as a solidarity strategy; and (4) frequent repetitions of utterances maintained cohesion and intensified the argumentative structure.

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