This research study explores how sex role identity is related to the learning of communication and socialization processes in a Taiwanese kindergarten. The study hypothesized that undifferentiated baby-style verbal and nonverbal communication patterns are superceded with styles that become increasingly gender-linked, and language is viewed as a primary means by which children are socialized into gender roles and identities. This paper identifies related language and gender research studies and describes a specific study completed in Taipei (Taiwan) in 1984. Gender linked differences are illustrated in printed excerpts from two recorded children's dialogues. Results indicate that a patriarchical social order continues to exist in urban Taiwan. Gender roles that advocate unequality between the sexes are learned as part of verbal and nonverbal communication patterns, and children acquire and practice gendered meanings that indicate a developing understanding of their proper places in the larger social order. Tables and a 30-item bibliography are included. (JHP)