Reading Bilingual Books: Students Learn English While Acquiring Knowledge about American Cultural Traditions and Places

Autor/inn/en	Ceprano, Maria A.; Shea, Mary E.; Gandt, Ashley N.
Titel	Reading Bilingual Books: Students Learn English While Acquiring Knowledge about American Cultural Traditions and Places
Quelle	In: School-University Partnerships, 11 (2018) 1, S.9-18 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Foreign Countries; Bilingual Instructional Materials; Books; Second Language Instruction; English (Second Language); Elementary School Students; Pilot Projects; Cultural Awareness; Multicultural Education; Homework; Translation; Student Attitudes; Interviews; Content Analysis; Outcomes of Education; Observation; Preservice Teachers; Teacher Developed Materials; Qualitative Research; Grade 5; New York (Buffalo); Italy + Suchen Sie Ihr Suchwort? Ausland; Book; Buch; Monographie; Monografie; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Pilot project; Modellversuch; Pilotprojekt; Cultural identity; Kulturelle Identität; Multikulturelle Erziehung; Hausaufgabe; Schülerverhalten; Interviewing; Interviewtechnik; Inhaltsanalyse; Lernleistung; Schulerfolg; Beobachtung; Qualitative Forschung; School year 05; 5. Schuljahr; Schuljahr 05; Italien
Abstract	This article describes a pilot study conducted in an elementary school in Torremaggiore, Italy. Pre-service teachers (PSTs) (i.e., undergraduate college students) wrote bilingual English/Italian informational texts and used them in conjunction with a variety of translanguaging strategies to support Italian children's acquisition of English and knowledge of American culture. Immediately following instruction with each book, copies of the texts were given to the children for take-home practice. A week after all instruction was completed, the children were asked to write in their native language and tell what they enjoyed most about the PSTs' visit. Selected children from the group also responded to an oral interview. A content analysis of their translated responses revealed children's impressions about the benefit of using bilingual texts for learning English and gaining knowledge of American culture. (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_univer
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01