ERIC Number: ED060746
Record Type: RIE
Publication Date: 1971-Nov
Reference Count: 0
Bilingual Learning for the Spanish Speaking Preschool Child.
Nedler, Shari; Lindfors, Judith
It is easier for non-English-speaking preschool children to learn new concepts if they are introduced in their own language. Once the child has mastered the concept, it can be introduced in the second language. The program described in this report is designed for Mexican-American preschool children. Content of the program is selected to relate meaningfully to the child's experience, background, knowledge, and skill building. The English component of the program views language as an internalized, self-contained system of rules according to which sentences are created, spoken, or understood. The child is not explicitly told a rule; he is shown how a rule works through carefully selected and sequenced representative examples of English sentences. The English program is characterized by realistic situations, meaningful responses, individual response, acceptance of all appropriate responses, emphasis on questioning, use of complete forms, and initial emphasis on syntax, not vocabulary. (VM)
Descriptors: Bilingual Education, Bilingualism, Comparative Analysis, Concept Formation, Contrastive Linguistics, Cultural Differences, Cultural Education, Economically Disadvantaged, Educational Strategies, English (Second Language), Language Acquisition, Language Programs, Linguistic Competence, Mexican Americans, Second Language Learning, Spanish Speaking, Teaching Methods, Young Children
Publication Type: N/A
Education Level: N/A
Authoring Institution: Laval Univ., Quebec (Quebec). International Center for Research on Bilingualism.
Note: In "Conference on Child Language," preprints of papers presented at the Conference, Chicago, Illinois, November 22-24, 1971, p149-169