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1.
Young-Suk Kim 《Reading and writing》2009,22(7):843-861
This study examined (1) the potential influence of oral language characteristics of two languages that bilingual children
acquire on their PA and (2) the relationship of PA in L1 with PA and literacy skills in L2, using data from Korean–English
bilingual children. Thirty three Korean–English bilingual children, composed of two subsamples from two different locations/bilingual
programs, participated in the study. The findings showed that the sample of bilingual children from two bilingual programs
differed in their mean performances on intrasyllabic phonological awareness in Korean (i.e., rime awareness and body awareness).
Furthermore, children’s Korean rime awareness, but not body awareness, was positively related to their phonological awareness
and literacy skills in English. Finally, these children’s phonological awareness in Korean made a positive contribution to
English decoding skills even after controlling for their English sight word reading skills. The results are discussed in light
of interlingual influence on bilingual children’s phonological awareness.
相似文献
| Young-Suk KimEmail: |
2.
Min Wang Alida Anderson Chenxi Cheng Yoonjung Park Jennifer Thomson 《Reading and writing》2008,21(6):627-644
In the present study, we investigated the relationship between general auditory processing, Chinese tone processing, English
phonemic processing and English reading skill in a group of Chinese-English bilingual children with a tonal L1 and Korean-English
counterparts with a non-tonal L1. We found that general auditory processing contributed to variance in English word reading
skill for Chinese children after controlling for Chinese tone and English phoneme deletion skill. English phonemic processing,
on the other hand, explained a significant amount of unique variance in English reading for Korean children after controlling
for general auditory and Chinese tone skill. These findings suggest that Chinese children relied more on general auditory
processing in reading English, whereas Korean children relied more on phonemic skill in reading English. These findings are
discussed in terms of the impact of cross-language differences in bilingual reading acquisition. 相似文献
3.
Incoherent English Immersion and California Proposition 227 总被引：1，自引：0，他引：1
Although during the 1997–98 academic school year, only 25% of the English Language Learners (ELLs) in elementary schools throughout California were receiving some form of bilingual education, the ramifications of the passage of Proposition 227 in June of 1998 were multiple for the teachers, interns, and children involved. The legislative language of Proposition 227 was sufficiently vague and thus created other problems. The proposition was challenged in the California state court system as soon as the ballots were counted. This constitutional challenge further clouded an already murky situation. Districts were receiving little if any clarification from the California State Department of Education in regard to the time lines for implementation of the new law. The law, itself, spoke to specific changes and curriculum, but there was no money to create the new curricular approach, time to in-service teachers in the new methodology to be utilized, or a framework and time line for implementation of the mandated changes.Because of the wording that attempted to hold teachers and administrators personally liable to civil suit for noncompliance, many districts interpreted the new law as conservatively as possible to avoid such litigation. In other districts changes were made site by site as a response of the particular administrator. This type of erratic policy implementation across large district was very demoralizing for most bilingual teachers. It also confused the parent communities. It made no sense to the average person that if a child was at School A s/he could be receiving primary language instruction while a child at School B only a mile away and in the same school district could not even ask the teacher questions in his/her home language without being told, Only speak English at school. 相似文献
4.
Reading,syntactic, and working memory skills of bilingual Portuguese-English Canadian children 总被引：1，自引：0，他引：1
The purpose of the study was to examine the nature of language, memory, and reading skills of bilingual students and to determine the relationship between reading problems in English and reading problems in Portuguese. The study assessed the reading, language, and memory skills of 37 bilingual Portuguese-Canadian children, aged 9–12 years. English was their main instructional language and Portuguese was the language spoken at home. All children attended a Heritage Language Program at school where they were taught to read and write Portuguese. The children were administered word and pseudoword reading, language, and working memory tasks in English and Portuguese. The majority of the children (67%) showed at least average proficiency in both languages. The children who had low reading scores in English also had significantly lower scores on the Portuguese tasks. There was a significant relationship between the acquisition of word and pseudoword reading, working memory, and syntactic awareness skills in the two languages. The Portuguese-Canadian children who were normally achieving readers did not differ from a comparison group of monolingual English speaking normally achieving readers except that the bilingual children had significantly lower scores on the English syntactic awareness task. The bilingual reading disabled children had similar scores to the monolingual reading disabled children on word reading and working memory but lower scores on the syntactic awareness task. However, the bilingual reading disabled children had significantlyhigher scores than the monolingual English speaking reading disabled children on the English pseudoword reading test and the English spelling task, perhaps reflecting a positive transfer from the more regular grapheme phoneme conversion rules of Portuguese. In this case, bilingualism does not appear to have negative consequences for the development of reading skills. In both English and Portuguese, reading difficulties appear to be strongly related to deficits in phonological processing. 相似文献
5.
The purpose of this multiple case study was to explore how families negotiate their perspectives with US teachers regarding school. The cases of three Korean and two Chinese preschoolers were examined through semi‐structured, in‐depth interviews with parents and teachers. Observations of the families at home and the children and teachers at school were conducted to add additional context to the interviews. Findings illuminated feelings that conflicted within each participant. Parents were found to have conflicting views between desiring their child to learn the English language yet expressing concern over what they believe was too much acculturation due to English language acquisition. Teachers were found to value international parents, yet felt it was difficult to communicate with parents and unsure of how to welcome them into the classroom. Findings from this study broaden understandings of families from diverse cultures and promote efforts to establish cooperative partnerships between parents and teachers. 相似文献
6.
The current study examined the contribution of cross-language phonological and morphological awareness to reading acquisition in bilingual children. Participants were 140 children (M age = 8.26 years) between Grades 1–4 who learned Chinese as their first language and English as their second language. Awareness of phoneme, onset-rime, compound structures and polysemy (i.e. words with multiple meanings) were measured using conceptually comparable tasks in both languages. Oral vocabulary, single word reading, and reading comprehension were also assessed. Path analysis revealed significant direct effects from Chinese rime awareness to both English word reading and reading comprehension. English phoneme awareness also had a significant direct effect on Chinese word reading. There was a significant direct effect from Chinese polyseme identification to English reading comprehension. Awareness of compound structure in one language also had indirect effects on reading outcomes in the other language via within-language compound structure awareness. These finding provided evidence for bi-directional cross-language phonological and morphological transfer in Chinese–English bilingual reading acquisition. 相似文献
7.
Sumi Hagiwara Angela Calabrese Barton Isobel Contento 《Cultural Studies of Science Education》2007,2(2):475-515
The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban
middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners
with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops,
collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The
following study analyzes the role of culture, language, and identity as four mothers navigated their position as ‘insiders’
in a science classroom.
相似文献
| Sumi HagiwaraEmail: |
8.
双语活动课程是基于“三位一体”的双语课程体系之上,及学得与习得并重、知识与能力共举,容学科课程、活动课程、隐性课程于一体。而双语活动课程就是施教者引导学习者运用双语这个手段,以充分而有特色地发展学生双语素养及基本素质为目标的。将双语活动课程与学科双语教学及学校团队活动有机整合,是实施双语教育十分可行的途径,更能促进小学生积极主动接受双语教育。 相似文献
9.
This study examined and compared levels of phonological awareness in monolingual and bilingual English and Greek five‐year‐olds. Sixty‐eight children from Britain and Cyprus, matched on the basis of age, gender, non‐verbal and verbal IQ, were assigned to four groups: two bilingual (English‐Greek, Greek‐English) and two monolingual (English, Greek). Performance of the four groups on a set of six phonological tasks was compared. Bilingual children were given both English and Greek versions of the tasks; monolingual children were given the phonological tasks in their mother tongue only. Given the results of previous research, it was predicted that bilingual children would show higher levels of phonological awareness than monolingual. The children tested in Britain were already being taught to read in school, whereas those tested in Cyprus were not. On the basis of previous research, it was further predicted that there would also be effects of learning to read in an alphabetic language, such that the bilingual children tested in Britain would show higher levels of phonological awareness at the level of the phoneme than their counterparts tested in Cyprus. Results showed that the bilingual English‐Greek children significantly outperformed the monolingual English children, but this pattern was not replicated in the bilingual Greek‐English/monolingual Greek comparisons. This difference is discussed in terms of the bilingual enhancement effect, which, according to the present data, seems to occur only when bilingual children are exposed to a second language that is phonologically simpler than their first language. Results also showed that English‐Greek bilingual children performed significantly better than Greek‐English bilinguals, especially on tasks requiring phoneme awareness. This accords well with suggestions that learning to read in an alphabetic language promotes this level of phonological awareness. 相似文献
10.
Sunny S.U. Lee Barry J. Fraser Darrell L. Fisher 《International Journal of Science and Mathematics Education》2003,1(1):67-85
This paper provides a preliminary picture of teacher–student interaction in Korean senior high schools. In order to do this, the Questionnaire on Teacher Interaction (QTI) was translated into Korean and administered to 439 students (99 science-independent stream students, 195 science-oriented stream students and 145 humanities stream students). Based on the results from this survey, interviews with some students and teachers were also carried out and three science classrooms were also observed. It was found that the teacher–student interactions in Korean senior high school science classrooms reflect the general image of the youth-elder relationship in society as well as the senior high school's unique nature – portraying a scene of directing teachers and obeying students. It was also found that students experience unique interactions in their science classrooms with their particular teachers. It was considered that this difference comes from the overlapping of a teacher's personal characteristics with the nature of a stream (e.g., curriculum, expectation towards the students in that stream). This article reports part of a larger study conducted with Korean senior high school students and teachers. The aim of the main study was to investigate three different aspects of the high school science classroom environments in Korea, namely, the degree of implementation of constructivism, the pattern of teacher–student interactions, and the learning environment in laboratory classes. Based on the realisation that teacher–student interactions have not been systematically dealt with especially at the senior high school level in Korea, this article pays particularly attention to this aspect. The intention was also to provide useful insights for improving the current situation in senior high school science classrooms in Korea. 相似文献
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12.
For a sample of low-income, Spanish-speaking Mexican-American families (n = 72), we investigated associations between family involvement in school-based activities and children's literacy in their preferred language (English or Spanish) during early elementary school. We gave special attention to the potential moderating role of teacher fluency in Spanish. Between kindergarten and third grade, family involvement in school-based activities increased for children who displayed early literacy problems. The rate of increase was greater for children who consistently had bilingual teachers than for children who did not. In turn, increased family involvement predicted better literacy skills at third grade, particularly for children who struggled early. We discuss these results in light of recent recommendations to increase the number of elementary school teachers who are fluent in Spanish and English. 相似文献
13.
本文分析了公安专业课程部分实施双语教学面临的困难:其一,有关教学管理部门对双语教学重视程度不足;其二,双语课教师的师资力量的薄弱是影响开展双语教学的核心问题;其三,学生的英语基础薄弱及对英语的畏难情绪影响双语教学的实施;其四,英语原版教材的使用带来的问题.建议:加强学校外文图书馆的建设和双语教师师资的培养;努力营造学校学习使用英语的环境;开设公安英语讲座. 相似文献
14.
Tim Parke Rose Drury 《Early Years: An International Journal of Research and Development》2001,21(2):117-127
In this paper we examine the topic of the language development of three young bilingual children at both home and school. Our aim is to consider the language issues that arise in such children, taking into account their parents' language background and experience of school systems, language practices and 'policy' in the home, and the children's experience of a year of nursery school as reported by their teachers. We try to show how different strands of the children's experience fit together; their 'mother tongue', their mothers' aspirations for them, their teachers' view of their progression, and their competence in English, all considered against the background of current curriculum guidance. We conclude with an examination of the gains and losses these children have made in the school system so far, and with an analysis of what the roles of 'mother tongue' might be for children in these and similar circumstances. 相似文献
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16.
高师儿童文学课程进行双语教学具有自身的优势。从教材方面而言,高师儿童文学课程有许多儿童文学素材,内容浅显,简单明了,这部分内容用英语教学,不影响学生对学科知识的学习;教师教学方面,儿童文学教师职业的特点使他们具有活泼、生动的教学风格,与双语课堂对教师的要求合拍,教师可以进行合作教学;由于大学英语教学改革等原因,高师学生对英语的重视程度及英语水平日益提高,在一定程度上为儿童文学课程的双语教学做好了第二语言的准备。基于以上优势,高师儿童文学课程开展双语教学可以从教材改编、教师合作教学、学生参与三方面进行积极的探究。 相似文献
17.
ABSTRACT This paper presents the results of a study of a sample of 609 English teachers and school executive (headteachers, deputies, etc.). The study sought to examine and benchmark teachers’ occupational motivation, satisfaction and health and to test a model of teacher satisfaction developed in Australia in a previous research phase.
English teachers were found, in common with their Australian counterparts, to be motivated most strongly by altruism, affiliation and personal growth. They were also found, again like Australian teachers, to be most satisfied with ‘core business’ aspects of teaching‐‐facilitating student learning and achievement, developing as a professional and working with other staff; and the least satisfied with matters from systemic and societal levels‐‐the nature and pace of educational change, and the status and image of teaching. Between these two domains lay factors specific to particular schools: school leadership and communication, school resources and relationships with community.
Teachers from different types of schools and those holding different promotion positions were found to differ on some measures of satisfaction; however, unlike Australian principals, headteachers were found to be, on the whole, no more satisfied than their classroom teacher colleagues and to be similarly ‘stressed’. These findings are interpreted in the light of the specific context of the English education system. 相似文献
18.
Virginia C. Mueller Gathercole 《Child development》1997,68(5):832-842
This study examines the acquisition of the linguistic mass/count distinction in English by bilingual (Spanish-English) children. The goal of the study is to explore whether bilingual children, like their monolingual peers, can draw information from the linguistic context in which a new noun id presented to determine whether the new word refers to an object or a substance. Results indicate that at 7 years of age, even bilinguals who are strong in English do not yet draw such inferences. By 9 years of age, however, bilinguals who are strong in English have response patterns similar to those of their monolingual peers but bilinguals who have lower English abilities still lag behind their monolingual peers in drawing such inferences. 相似文献
19.
Latino dual language children typically enter school with a wide range of proficiencies in Spanish and English, many with low proficiency in both languages, yet do make gains in one or both languages during their first school years. Dual language development is associated with how language is used at home and school, as well as the type of instructional program children receive at school. The present study investigates how changes in both Spanish and English proficiencies of Latino, second-generation immigrant children (n = 163) from kindergarten to second grade relate to instructional program type as well as language use at home and school. A series of MANCOVAs demonstrated significant dual language gains in children who were in bilingual classrooms and schools where Spanish was used among the teachers, students, and staff. Furthermore, only in classrooms where both Spanish and English were used did children reach age-appropriate levels of academic proficiency in both languages. Home language use was also significantly associated with dual language gains as was maternal Spanish vocabulary knowledge before controlling for maternal education. Educational implications and potential benefits associated with bilingualism are discussed. 相似文献
20.
The implementation of Proposition 227 has created chaos, uncertainty, and a hostile environment for bilingual education teachers. This study describes the experiences of 20 bilingual education teachers in Southern California. In in-depth interviews, teachers speak out about the challenges, frustrations, fears, and the increasing animosity they face on a daily basis, and how they resist and contest the language enforcer role in various ways. Out of the chaos that has been created by Proposition 227, these bilingual teachers have emerged as the language civil rights activists of the new millennium. 相似文献