An Experimental Study Comparing English-Only and Transitional Bilingual Education on Spanish-Speaking Preschoolers' Early Literacy Development

Autor/inn/en	Duran, Lillian K.; Roseth, Cary J.; Hoffman, Patricia
Titel	An Experimental Study Comparing English-Only and Transitional Bilingual Education on Spanish-Speaking Preschoolers' Early Literacy Development
Quelle	In: Early Childhood Research Quarterly, 25 (2010) 2, S.207-217 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2009.10.002
Schlagwörter	Bilingual Education; Language of Instruction; Disadvantaged Youth; Emergent Literacy; Spanish; English (Second Language); Native Language Instruction; Bilingualism; Longitudinal Studies; Second Language Learning; Preschool Children; Oral Language; Vocabulary Development; Measures (Individuals); Transitional Programs; Phoneme Grapheme Correspondence; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; Benachteiligter Jugendlicher; Frühleseunterricht; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Native language education; Muttersprachlicher Unterricht; Bilingualismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Oral interpretation; Mündlicher Sprachgebrauch; Wortschatzarbeit; Messdaten; Unterrichtserfolg
Abstract	A longitudinal, experimental-control design was used to test the hypothesis that native language instruction enhances English language learner's (ELL's) native language and literacy development without significant cost to English development. In this study, 31 Spanish-speaking preschoolers (aged 38-48 months) were randomly assigned to two Head Start classrooms differing only in the language of instruction (English and Spanish). As predicted, results showed that Spanish language instruction resulted in significantly higher growth on both Spanish oral vocabulary and letter-word identification measures. There were no significant differences between classrooms on these same measures in English. Results extend previous work by showing that Transitional Bilingual Education may be a viable alternative to traditional English-only models. Implications for theory, future research, and early childhood practice are discussed. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10