Teaching English as a Second Language: How Young Children Learn.

Autor/in	Rosberg, Merilee
Titel	Teaching English as a Second Language: How Young Children Learn.
Quelle	(1995), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Bilingualism; Classroom Communication; Classroom Techniques; Educational Strategies; Elementary Secondary Education; English (Second Language); Immersion Programs; Language Attitudes; Language of Instruction; Language Role; Language Skills; Language Usage; Parent Attitudes; Program Design; Second Language Instruction; Second Language Learning; Second Languages; Time Factors (Learning); Young Children + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Bilingualismus; Klassengespräch; Klassenführung; Lehrstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Immersionsprogramm; Sprachverhalten; Teaching language; Unterrichtssprache; Language skill; Sprachkompetenz; Sprachgebrauch; Elternverhalten; Programme design; Programmaufbau; Programmplanung; Fremdsprachenunterricht; Zweitsprachenerwerb; Second language; Zweitsprache; Frühe Kindheit
Abstract	A discussion of English-as-a-Second-Language teaching techniques and approaches for young children focuses on principles found to contribute to successful program development. First, characteristics of successful language immersion programs are outlined: parental involvement and support; students who are members of a majority group; positive attitudes toward the target language and culture; and optional participation. Additional principles of second language program design are then enumerated, including: a natural setting in which language can be used in a meaningful way; positive attitudes about the first language and culture; minimal code-switching; supportive home and school environments and adequate home language development; and attainment of a threshold level of linguistic competence in both languages. This implies that teachers provide broad exposure to the target language but allow response in the first language, emphasize spoken language in the early grades, allow experimentation with language, and include parents in language program planning and implementation. Teaching techniques should promote substantial student initiation of communication, and may incorporate role-playing and dramatization, literature, theme-based lessons and problem-solving, and discovery. Contains 13 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01