An Exploration of Oral Language Development in Spanish-Speaking Preschool Students

Autor/in	Neu, Renee A.
Titel	An Exploration of Oral Language Development in Spanish-Speaking Preschool Students
Quelle	In: Early Childhood Education Journal, 41 (2013) 3, S.211-218 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-012-0545-6
Schlagwörter	Preschool Education; English (Second Language); Speech Communication; Language Usage; Oral Language; Spanish Speaking; Second Language Learning; Preschool Children; Surveys; Family Influence; Cultural Influences; Preschool Teachers; Nonverbal Communication + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Survey; Umfrage; Befragung; Cultural influence; Kultureinfluss; Erzieher; Erzieherin; Kindergärtnerin; Non-verbal communication; Nonverbale Kommunikation
Abstract	The purpose of this qualitative, multi-case study was to explore the oral language of Spanish-speaking preschool students and their responses to questions, comments and requests made by an English-speaking teacher. Research questions focused on students' responses to questions; comments and requests by the teacher; and whether the response was given in Spanish, English, or nonverbally. Four Spanish-speaking students in a school-based preschool program were chosen as participants in this study. Multiple data sources were used and included a Family Culture and Language Survey, audio taped sessions, observations, and field notes. As Spanish-speaking students responded to an English-speaking teacher, they began communicating via observation and non-verbal responses. As relationships were established, students responded using a combination of English and Spanish and used one to two English word phrases. Small group sessions, activities, and language that were consistent and repeated daily elicited more verbal response from students. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10