Bilingual Learning for the Spanish Speaking Preschool Child.

Autor/inn/en	Nedler, Shari; Lindfors, Judith
Institution	Laval Univ., Quebec (Quebec). International Center for Research on Bilingualism.
Titel	Bilingual Learning for the Spanish Speaking Preschool Child.
Quelle	(1971), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Bilingualism; Comparative Analysis; Concept Formation; Contrastive Linguistics; Cultural Differences; Cultural Education; Economically Disadvantaged; Educational Strategies; English (Second Language); Language Acquisition; Language Programs; Linguistic Competence; Mexican Americans; Second Language Learning; Spanish Speaking; Teaching Methods; Young Children + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Concept learning; Begriffsbildung; Linguistics; Kontrastive Linguistik; Kultureller Unterschied; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Lehrstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachaneignung; Spracherwerb; Sprachkompetenz; Hispanoamerikaner; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Frühe Kindheit
Abstract	It is easier for non-English-speaking preschool children to learn new concepts if they are introduced in their own language. Once the child has mastered the concept, it can be introduced in the second language. The program described in this report is designed for Mexican-American preschool children. Content of the program is selected to relate meaningfully to the child's experience, background, knowledge, and skill building. The English component of the program views language as an internalized, self-contained system of rules according to which sentences are created, spoken, or understood. The child is not explicitly told a rule; he is shown how a rule works through carefully selected and sequenced representative examples of English sentences. The English program is characterized by realistic situations, meaningful responses, individual response, acceptance of all appropriate responses, emphasis on questioning, use of complete forms, and initial emphasis on syntax, not vocabulary. (VM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01