A Naturalistic Study of Literacy in Bilingual Classrooms.

Autor/in	Franklin, Elizabeth Anne
Titel	A Naturalistic Study of Literacy in Bilingual Classrooms.
Quelle	(1984), (25 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Basal Reading; Bilingual Education; Comparative Analysis; Cultural Differences; Cultural Influences; Educational Theories; Grade 1; Language Acquisition; Limited English Speaking; Literacy Education; Phonics; Primary Education; Psycholinguistics; Reading Instruction; Reading Research; Sight Method; Spanish Speaking; Teaching Methods + Suchen Sie Ihr Suchwort? Lesetraining; Bilingual teaching; Bilingualer Unterricht; Kultureller Unterschied; Cultural influence; Kultureinfluss; Educational theory; Theory of education; Bildungstheorie; School year 01; 1. Schuljahr; Schuljahr 01; Sprachaneignung; Spracherwerb; Primarbereich; Psycholinguistik; Leseunterricht; Leseforschung; Look-and-say method; Ganzheitsmethode; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A naturalistic study of two bilingual first grade classrooms was conducted to gain an increased understanding of the cultural literacy instruction beliefs in society and to better understand the process by which literacy instruction beliefs influence the classroom. One Anglo and one Hispanic teacher working in different midwestern school systems were observed for four months. Both were considered competent bilingual educators, but each exemplified a different approach to teaching literacy. The Hispanic teacher was a strong proponent of the sight word approach and the basal reader from which she taught also emphasized this approach. The Anglo teacher taught reading from a phonics basal and personally advocated this approach. Strong cultural beliefs about how literacy most effectively develops guided the curriculum and instruction. The very strategies that both teachers attempted in order to simplify English literacy instruction frequently made the process more difficult for Spanish speaking children, who did not have the knowledge Anglo children learn at home. The results gave support for a literacy program based on psycholinguistic principles, stressing the immediate use of whole texts by children rather than emphasizing skills and smaller bits of language. (HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01