Effects of a cross-linguistic storybook intervention on the second language development of two preschool english language learners

被引：17
作者：
Huennekens M.E. [1 ]
Xu Y. [1 ]
机构：
[1] Virginia Commonwealth University, Richmond, VA
来源：
Early Childhood Education Journal | 2010年 / 38卷 / 1期
关键词：
English language learners; Second language acquisition; Shared reading;
D O I：
10.1007/s10643-010-0385-1
中图分类号：
学科分类号：
摘要：
The purpose of this study was to examine the effects of a shared reading experience between parent and child in the child's home language on the emergent literacy and language acquisition in English of preschool-age English Language Learners. Parents of Spanish-speaking four-year-old Head Start students read storybooks in Spanish with their children concurrently with the use of the English language version of the books in the classroom. A single subject design with multiple baselines across subjects and settings was applied. Observed variables included changes in the frequency of utterances, the Mean Length of Utterance-word, and the frequency of spontaneous or child-initiated utterances in various settings within the Head Start classroom. The results indicated that there might be a relation between the shared reading experience in the home language and the child's second language acquisition. Additionally, there appeared to be a relation between the behaviors and the settings. Finally, implications of this study were discussed. © 2010 Springer Science+Business Media, LLC.
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页码：19 / 26
页数：7
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