No Half Measures: Reading Instruction for Young Second-Language Learners

Autor/in	Lenters, Kimberly
Titel	No Half Measures: Reading Instruction for Young Second-Language Learners
Quelle	In: Reading Teacher, 58 (2004) 4, S.328-336 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.58.4.2
Schlagwörter	Reading Instruction; Second Language Learning; English (Second Language); Bilingualism; Cognitive Development; Native Language Instruction; Transfer of Training; Literacy; Second Language Instruction + Suchen Sie Ihr Suchwort? Leseunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Kognitive Entwicklung; Native language education; Muttersprachlicher Unterricht; Training; Transfer; Ausbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Fremdsprachenunterricht
Abstract	Consideration of literacy practices that ensure success for young second-language learners has become crucial for educators, given the growing linguistic diversity in an ever-increasing number of regions, the limited resources of school systems, and the swirling public debate on bilingual education. This article explores principles regarding bilingualism and the young child as a means of untangling the occasionally conflicting interpretations found in the research. The picture that emerges from the discussion is that children experience important cognitive (in addition to affective) gains through bilingualism. These gains, however, are experienced only when both languages are developed to a point of proficiency so that transfer can take place between the two. It is this dual proficiency that we must keep in mind when we consider reading instruction for young second-language learners. In general, the development of this proficiency dictates that throughout their primary school years, bilingual children should receive dual-language instruction, with no half measures in either language. These specific findings also provide some guidelines for undertaking second-language reading instruction with young children. (Author).
Anmerkungen	International Reading Association, Order Department, P.O. Box 6021, Newark, DE 19714-6021. Tel: 800-336-7323 (Toll Free); Tel: 302-731-1600; Fax: 302-737-0878; e-mail: customerservice@reading.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10