Early Efficacy of Multitiered Dual-Language Instruction: Promoting Preschoolers' Spanish and English Oral Language

Autor/inn/en	Spencer, Trina D.; Moran, Meghan; Thompson, Marilyn S.; Petersen, Douglas B.; Restrepo, M. Adelaida
Titel	Early Efficacy of Multitiered Dual-Language Instruction: Promoting Preschoolers' Spanish and English Oral Language
Quelle	In: AERA Open, 6 (2020) 1, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Spencer, Trina D.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Bilingual Education; Oral Language; Language Skills; Vocabulary Skills; Narration; Receptive Language; Expressive Language; Listening Comprehension; English (Second Language); Second Language Learning; Second Language Instruction; Comparative Analysis; Preschool Children; Intervention; Standardized Tests; Language Tests; Teaching Methods; Disadvantaged Youth; Preschool Education; Faculty Development; Profiles; Pretests Posttests; Listening Comprehension Tests; Teacher Attitudes; Preschool Teachers; Outcomes of Education; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Aktiver Wortschatz; Rezeptive Kommunikationsfähigkeit; Hörverständnis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Standadised tests; Standardisierter Test; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Benachteiligter Jugendlicher; Charakterisierung; Profilanalyse; Hörverstehensübung; Lehrerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Lernleistung; Schulerfolg
Abstract	The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. The participants were 3- to 5-year-old children (n = 81) who were learning English and whose home language was Spanish. Across the school year, classroom teachers in the treatment group delivered large-group lessons in English to the whole class twice per week. For a Tier 2 intervention, the teachers delivered small-group lessons 4 days a week, alternating the language of intervention daily (first Spanish, then English). Group posttest differences were statistically significant, with moderate to large effect sizes favoring the treatment group on all the English proximal measures and on three of the four Spanish proximal measures. Treatment group advantages were observed on Spanish and English norm-referenced standardized measures of language (except vocabulary) and a distal measure of language comprehension. [For the corresponding grantee submission, see ED603565.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01