Foreign language learning and children: the partental role. ERIC Q&A.

Autor/in	Rosenbusch, Marcia H.
Titel	Foreign language learning and children: the partental role. ERIC Q&A.
Quelle	(1987), 6 S.Verfügbarkeit
Sprache	englisch
Dokumenttyp	Mikroform; Monographie
Schlagwörter	Eltern; Kleinkind; Elementarbereich; Primarbereich; Lehrer; Motivation; Immersion; Fremdsprachenunterricht; Fremdsprachiger Spracherwerb
Abstract	Parents of children in elementary and secondary school foreign language programs want to know what outcomes they can expect from the program and how they can support and encourage their children's language study. Learning outcomes vary with program goals. Program types include immersion, partial immersion, foreign language in elementary schools (FLES), and foreign language experience or exposure (FLEX). The parents' influence on the child can be both passive and active, but active encouragement is associated with better language learning. Parents can demonstrate their positive attitude toward language learning by actively participating in a variety of ways at home, at school, and in the community. At home, parents can encourage, but should not push, their children by praising them for their growing interest and ability and knowledge of the foreign culture. At school, parents can establish a positive relationship with the teacher and staff, volunteer to help, and share with the teacher evidence of the child's progress. Families can also help educate the community about the value of foreign language learning and establish new programs. There are many organizational and information resources available to parents for these purposes.
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	1996_(CD)