The Effect of Spanish and English Narrative Intervention on the Language Skills of Young Dual Language Learners

Autor/inn/en	Spencer, Trina D.; Petersen, Douglas B.; Restrepo, M. Adelaida; Thompson, Marilyn; Gutierrez Arvizu, Maria Nelly
Titel	The Effect of Spanish and English Narrative Intervention on the Language Skills of Young Dual Language Learners
Quelle	In: Topics in Early Childhood Special Education, 38 (2019) 4, S.204-219 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121418779439
Schlagwörter	Spanish; Spanish Speaking; Bilingualism; English (Second Language); Second Language Learning; Academic Achievement; Preschool Children; Native Language Instruction; Transfer of Training; Intervention; Story Telling; Vocabulary Development; Reading Skills; Pretests Posttests; Control Groups; Experimental Groups; Outcomes of Education; Disadvantaged Youth; Language Tests; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Spanisch; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Native language education; Muttersprachlicher Unterricht; Training; Transfer; Ausbildung; Wortschatzarbeit; Reading skill; Lesefertigkeit; Lernleistung; Schulerfolg; Benachteiligter Jugendlicher; Language test; Sprachtest
Abstract	Standards of academic performance place a high demand on students' English language. To help Spanish-speaking preschoolers who are developing English as a second language meet these demands, researchers recommend strengthening their first language to facilitate development of their second language. Head Start teachers and research assistants delivered 12 Spanish and 12 English language lessons to eight preschoolers in small groups. Lessons targeted storytelling and vocabulary and occurred 4 days a week for 20 min. A multiple-baseline experimental design across groups was used to examine the effect of the Spanish-English narrative intervention on children's retelling skills and a pretest posttest design without a control group documented children's acquisition of the target words. Results indicated that children made gains in English retelling while maintaining their already high Spanish retelling skills. Improvements in vocabulary were observed in English but not in Spanish. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01