Bilingual kindergarten strategy - oral English/Spanish self-voice.

Autor/in	Leisy, Estelle M.
Titel	Bilingual kindergarten strategy - oral English/Spanish self-voice.
Quelle	(1989), 7 S.Verfügbarkeit
Sprache	englisch
Dokumenttyp	Mikroform; Monographie
Schlagwörter	Lernpsychologie; Englisch; Fremdsprachenunterricht; Gesprochene Sprache; Kind; Kindergarten; Kleinkind; Spanischunterricht; Lernpsychologie; Linguistik; Interferenz; Kind; Kleinkind; Kindergarten; Methodik; Fonem; Gesprochene Sprache; Grafem; Linguistik; Fremdsprachenunterricht; Englisch; Bilingualismus; Spanischunterricht; Visualisieren; Zweitsprachenerwerb; Interferenz
Abstract	Very young Spanish-English bilingual children may not perceive sound-clue illustrations presented in the classroom as they are intended to be perceived. For example, when a child is told, "A is for apple," he may also interpret the message as "A is for manzana," confusing the intended message. While the teacher may hear English only, the child's Spanish self-voice remains active and should be recognized. Use of "Pan-American" images whose names begin with the same phoneme (English "tiger"/Spanish "tigre") can reduce the disruptive impact of the Spanish self-voice and inconsistent application of English in this population. Use of visual aids consistent with this approach is also recommended. The intended effect is to gradually neutralize the Spanish self-voice and to support rather than discourage young children's confidence and classroom participation.
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	1996_(CD)