A Spanish-Language Preschool Program.

Autor/in	Campos, James
Titel	A Spanish-Language Preschool Program.
Quelle	(1985), (14 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Bilingual Education Programs; English (Second Language); Language Acquisition; Language Maintenance; Language Proficiency; Learning Strategies; Models; Preschool Children; Preschool Education; Preschool Evaluation; Program Descriptions; Program Effectiveness; Second Language Learning; Skill Development; Spanish Speaking + Suchen Sie Ihr Suchwort? Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachaneignung; Spracherwerb; Sprachpflege; Language skill; Language skills; Sprachkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zweitsprachenerwerb; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The Carpinteria school district in California has developed a model preschool program to bring Spanish-dominant preschool children up to a level of readiness for school that compares favorably with that of English-speaking children in the same community. That goal is achieved by developing skills in four major areas: Spanish language, cognition, successful learning strategies, and self-concept. The model emphasizes first-language development and language separation to allow full development of those skills. Evaluation of program outcomes through student achievement measures revealed that the Spanish-dominant children in the program exceeded the academic norms established by the English-language population and scored higher than Spanish-speaking nonparticipants in oral English proficiency. The students' progress in kindergarten and first grade, in which the home-language approach was also adopted, was also found to exceed expectations generally. Statistical data are included. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC