Bilingual Education for All: Latino Dual Language Learners with Language Disabilities

Autor/inn/en	Simon-Cereijido, Gabriela; Gutiérrez-Clellen, Vera F.
Titel	Bilingual Education for All: Latino Dual Language Learners with Language Disabilities
Quelle	In: International Journal of Bilingual Education and Bilingualism, 17 (2014) 2, S.235-254 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2013.866630
Schlagwörter	Bilingual Education; Language Impairments; Oral Language; Preschool Children; School Readiness; Program Descriptions; Control Groups; Intervention; Language Skills; Curriculum Implementation; Teaching Methods; Comparative Analysis; Instructional Effectiveness; Hispanic American Students; English (Second Language); Second Language Learning; Spanish; Disadvantaged Youth; Bilingual Teachers; Language Tests; Morphology (Languages); Syntax; California; Kaufman Assessment Battery for Children + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Oral interpretation; Mündlicher Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Spanisch; Benachteiligter Jugendlicher; Language test; Sprachtest; Morphology; Morphologie; Kalifornien
Abstract	There has been a growing concern about how best to address the needs of dual language learners with language impairments. Most dual language programmes have been evaluated with children with typical language development (TLD) and as a result, very little is known about the effect of these programmes on children with language disabilities. The Vocabulary, Oral Language and Academic Readiness (VOLAR) programme was designed specifically for preschool dual language learners with language impairment. In the last five years, we have completed several federally funded projects aimed at evaluating the feasibility and efficacy of VOLAR testing more than 300 children over time. In the current study, we examined the effect of VOLAR when implemented by teachers within the preschool curriculum. Participants were 40 children receiving the programme and 34 children receiving the "business as usual" preschool curriculum (control group). The comparisons were based on spontaneous language measures obtained at baseline and at two follow-up time points after the programme ended over a period of one year. The results replicated previous research, showing that the VOLAR programme induced significantly more gains than the control curriculum. The children with language impairment also showed greater improvement compared to their peers in the control group. The positive and promising effects on the language skills of children with language impairment support the use of a dual language intervention model with these students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10