Using Stories to Extinguish the Hot Spots in Second Language Acquisition, Preschool to Grade 1

Autor/inn/en	Soderman, Anne K.; Clevenger, Kay G.; Kent, Ian Gregory
Titel	Using Stories to Extinguish the Hot Spots in Second Language Acquisition, Preschool to Grade 1
Quelle	In: Young Children, 68 (2013) 1, S.34-41 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	English (Second Language); Phonology; Language Acquisition; Grade 1; Preschool Children; Early Childhood Education; Kindergarten; Second Language Learning; Second Language Instruction; Nursery Rhymes; Story Telling; Teaching Methods; United States + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fonologie; Sprachaneignung; Spracherwerb; School year 01; 1. Schuljahr; Schuljahr 01; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Zweitsprachenerwerb; Fremdsprachenunterricht; Kinderreim; Teaching method; Lehrmethode; Unterrichtsmethode; USA
Abstract	Many U.S. classrooms today have at least some children with limited abilities to understand and express themselves in English. Two critical factors spell success or failure for teachers who have dual language learners (DLLs) in their classrooms: the teacher's understanding of and respect for the initial difficulties in learning a second language and the teacher's ability to adapt learning experiences in a creative and playful manner. Acquiring a second language presents challenges that differ for individual children. It is less difficult when done as early as possible and prior to adolescence. The young dual language learner is better able to hear the "music," or "prosody," of the new language and therefore has less difficulty with phonology than do older children and adults. However, there are definite hot spots where children in preschool through the early primary grades need targeted support as they move through the multiple stages of second language building. This article offers six suggestions that will enable teachers to help children through these hot spots. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://www.naeyc.org/yc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10