Effects of a Supplemental Spanish Oral Language Program on Sentence Length, Complexity, and Grammaticality in Spanish-Speaking Children Attending English-Only Preschools

Autor/inn/en	Restrepo, M. Adelaida; Castilla, Anny P.; Schwanenflugel, Paula J.; Neuharth-Pritchett, Stacey; Hamilton, Claire E.; Arboleda, Alejandra
Titel	Effects of a Supplemental Spanish Oral Language Program on Sentence Length, Complexity, and Grammaticality in Spanish-Speaking Children Attending English-Only Preschools
Quelle	In: Language, Speech, and Hearing Services in Schools, 41 (2010) 1, S.3-13 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2009/06-0017)
Schlagwörter	Sentences; Speech Communication; Intervention; Oral Language; Vocabulary; Phonemic Awareness; Second Language Learning; Spanish; Spanish Speaking; English Instruction; Second Language Instruction; Preschool Education + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Wortschatz; Zweitsprachenerwerb; Spanisch; English langauage lessons; Englischunterricht; Fremdsprachenunterricht; Pre-school education; Vorschulerziehung
Abstract	Purpose: The purpose of this study was to examine the effects of a supplemental Spanish language instruction program for children who spoke Spanish as their native language and were attending English-only preschool programs. Specifically, the study evaluated the program's effects on the children's Spanish sentence length in words, subordination index, and grammaticality of sentences. Method: Forty-five Spanish-speaking children attending English-only prekindergarten classrooms were selected for study. Of those, 15 children received 30 min of Spanish instruction 5 days a week for 16 weeks. The program targeted 5-10 vocabulary words a week, dialogic book reading, phonemic awareness, and letter knowledge. The remaining 30 children participated in regular preschool English instruction. Students were evaluated before intervention, immediately after intervention, and 4 months following intervention. Results: Repeated measures analyses of variance indicated that the children who received the small-group supplemental Spanish language instruction made significant gains in their Spanish sentence length in words and subordination index when compared to those receiving regular English-only classroom instruction. There were no differences in the children's grammaticality of sentences. Discussion and Clinical Implications: The findings demonstrate that a daily short native language program has significant effects on sentence length in words and subordination index in English language learners who are attending English-only preschool programs. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10