Blossoming in English: Preschool Children's Emergent Literacy Skills in English

Autor/inn/en	Lucas, Carmen; Hood, Philip; Coyle, Doreen
Titel	Blossoming in English: Preschool Children's Emergent Literacy Skills in English
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 3, S.477-502 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lucas, Carmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2020.1742256
Schlagwörter	Emergent Literacy; Preschool Children; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Age Differences; Developmental Stages; Teaching Methods; Early Childhood Education; Receptive Language; Oral Language; Preschool Curriculum; Portugal + Suchen Sie Ihr Suchwort? Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Age; Difference; Age difference; Altersunterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Rezeptive Kommunikationsfähigkeit; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	The debate over an optimal age for learning a second language has been active for decades and includes dispute about whether learning derives mainly from nature or nurture. This article explores to what extent exposing native Portuguese preschool children (3-5 years old) to a specific pedagogic approach for learning English is effective in positively impacting emergent literacy skills. An innovative pedagogic approach for learning English (EFL Pedagogic Approach) was designed and implemented in an early years foundation stage setting. The effects of the pedagogic approach were investigated for the length of an academic year in terms of receptive vocabulary, oral production, and emergent word-level reading and writing skills. Evidence indicated emergent literacy skills in English, such as awareness of intentionality of print, the match between spoken and written words, and the conventions of print. Therefore, it is recommended that further action for incorporating English into the Portuguese early years foundation stage curriculum should be taken in order to build school readiness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01