Bilingual Baby: Foreign Language Intervention in Madrid's Infant Education Centers

Autor/inn/en	Ferjan Ramirez, Naja; Kuhl, Patricia
Titel	Bilingual Baby: Foreign Language Intervention in Madrid's Infant Education Centers
Quelle	In: Mind, Brain, and Education, 11 (2017) 3, S.133-143 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferjan Ramirez, Naja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12144
Schlagwörter	Bilingualism; Infants; Foreign Countries; Second Language Learning; English (Second Language); Intervention; Child Care Centers; Native Speakers; Toddlers; Tutors; Brain; Teaching Methods; Comparative Analysis; Vocabulary Development; Language Processing; Speech Communication; Community Characteristics; Retention (Psychology); Second Language Instruction; Multivariate Analysis; Statistical Analysis; Spain (Madrid) + Suchen Sie Ihr Suchwort? Bilingualismus; Infant; Toddler; Toddlers; Kleinkind; Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Muttersprachler; Infants; Förderlehrer; Lehrender; Tutor; Gehirn; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Sprachverarbeitung; Merkfähigkeit; Fremdsprachenunterricht; Multivariate Analyse; Statistische Analyse
Abstract	The first years of life represent a unique window of opportunity for foreign language learning. However, key questions are: How much and what kind of foreign language exposure is needed to ignite learning? We conducted a foreign language (English) intervention in four public Infant Education Centers in Madrid, Spain. Intervention children (N = 126, ages 7--33.5 months) experienced 18 weeks of daily, hour-long, group English sessions with native-speaking tutors, using a brain-based method of infant language development. Intervention infants were compared to a matched Current Practice Comparison (CPC) group of peers in the same schools. Intervention children outperformed the CPC group, showing rapid gains on measures of English word comprehension and English speech production. Schools' neighborhood wealth was not a significant factor in learning. Follow-up analyses show that the language gains were fully retained 18 weeks post-intervention. Children's foreign language skills advance quickly in school using this research-to-practice curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01