Effects of a Cross-Linguistic Storybook Intervention on the Second Language Development of Two Preschool English Language Learners

Autor/inn/en	Huennekens, Mary Ellen; Xu, Yaoying
Titel	Effects of a Cross-Linguistic Storybook Intervention on the Second Language Development of Two Preschool English Language Learners
Quelle	In: Early Childhood Education Journal, 38 (2010) 1, S.19-26 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-010-0385-1
Schlagwörter	Childrens Literature; Books; English (Second Language); Second Language Learning; Preschool Children; Parents; Emergent Literacy; Spanish Speaking; Reading Aloud to Others; Story Reading; Preschool Education; Intervention; Mean Length of Utterance + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Eltern; Frühleseunterricht
Abstract	The purpose of this study was to examine the effects of a shared reading experience between parent and child in the child's home language on the emergent literacy and language acquisition in English of preschool-age English Language Learners. Parents of Spanish-speaking four-year-old Head Start students read storybooks in Spanish with their children concurrently with the use of the English language version of the books in the classroom. A single subject design with multiple baselines across subjects and settings was applied. Observed variables included changes in the frequency of utterances, the Mean Length of Utterance-word, and the frequency of spontaneous or child-initiated utterances in various settings within the Head Start classroom. The results indicated that there might be a relation between the shared reading experience in the home language and the child's second language acquisition. Additionally, there appeared to be a relation between the behaviors and the settings. Finally, implications of this study were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10