A study investigated the language use of six native Mandarin Chinese-speaking children, recent immigrants to the United States placed in an English-language kindergarten class. Taking the perspective of an immigrant child, the research focuses on the English-as-a-Second-Language (ESL) learner's language behaviors when engaging in four classroom activities: teacher-directed whole-class activity; free-choice activities at activity centers within the classroom; adult-assisted small-group activities; and the ESL class. Special attention was given the free-choice activities, in which interpersonal interaction was greatest. Data were gathered through classroom observation, in-depth interviews with teachers, review of school documents and teacher newsletters, and photography. It was observed that the children's language behaviors varied considerably across these four contexts, and the teacher's language behaviors varied also. It is concluded that the different contexts contribute in different ways to the children's language experience and that the overall experience is effective and well received by the children. Contains 15 references. (MSE)