Teaching New Concepts to Non-English Speaking Preschool Children.

Autor/inn/en	Stern, Carolyn; Ruble, Diane
Institution	California Univ., Los Angeles.
Titel	Teaching New Concepts to Non-English Speaking Preschool Children.
Quelle	(1970), (36 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bilingual Education; Concept Teaching; English (Second Language); Family Environment; Instructional Materials; Instructional Programs; Mexican Americans; Preschool Children; Research Methodology; Spanish Speaking; Statistical Analysis; Tables (Data) + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Familienmilieu; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Hispanoamerikaner; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Research method; Forschungsmethode; Statistische Analyse; Tabelle
Abstract	As documented in this publication, 15 Mexican American children from 4 Head Start classes participated in this study, which tested 3 hypotheses: (1) that children whose first language is Spanish and who are instructed in Spanish will require significantly fewer trials to learn a new concept than children instructed either in English or bilingually; (2) that children receiving the first set of new concepts in English will learn a second instance of the new concept taught in English more readily than children who were taught the first use of the concept in Spanish; and (3) that, on a Spanish language criterion test, children taught concepts in English will do as well as children taught those concepts in Spanish or bilingually. The procedure, as recorded, included pretesting with the Goodenough Draw-A-Man Test and the Expressive Vocabulary Inventory in both English and Spanish; the instructional program (in Spanish or English only, or bilingual instruction); a criterion test in the appropriate language using a series of booklets developed to teach the conceptual task (use of compound adjectival modifiers) which was designed to test the hypotheses; and a posttest. Study results rejected hypotheses 1 and 2, while hypothesis 3 could not be rejected. An appendix contains lessons used in the instructional program. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01