Parent Book Talk to Accelerate Spanish Content Vocabulary Knowledge

Autor/inn/en	Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Satterfield, Teresa; Benki, José R.; Vaquero, Juana; Ungco, Camille
Titel	Parent Book Talk to Accelerate Spanish Content Vocabulary Knowledge
Quelle	In: Reading Teacher, 71 (2017) 3, S.335-345 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1615
Schlagwörter	Spanish; Vocabulary Development; Spanish Speaking; Family Environment; Parent Child Relationship; Science Education; Social Studies; Informal Education; Heritage Education; Native Language Instruction; Literature; Bilingualism; English (Second Language); Second Language Learning; Socioeconomic Status; Story Reading; Preschool Children; Preschool Education; Texas + Suchen Sie Ihr Suchwort? Spanisch; Wortschatzarbeit; Familienmilieu; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Naturwissenschaftliche Bildung; Gemeinschaftskunde; Informelle Bildung; Nichtformale Bildung; Native language education; Muttersprachlicher Unterricht; Literatur; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Socio-economic status; Sozioökonomischer Status; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This article bridges research to practice by summarizing an interactive content-enriched shared book reading approach that Spanish-speaking parents of preschool-age children can easily use in the home to accelerate content vocabulary knowledge in Spanish. The approach was implemented in preschool classrooms using a transitional bilingual education model in Central Texas and in a Saturday Spanish heritage language school in the Midwestern United States. Spanish-speaking emergent bilingual children from both lower and higher socioeconomic status backgrounds learned content-related vocabulary via parent-child discussions of Spanish storybooks and informational texts organized by compelling science and social studies themes and topics. The authors provide recommendations for how teachers can support Spanish-speaking parents' ability to develop informal knowledge-building experiences through home-based interactive book discussions in Spanish. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01