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1、DualLanguageLearningintheEarlyYears:TheoryandPracticeDianeAugustCenterforAppliedLinguisticsOverviewofPresentationPreschoolduallanguageprogramsThreestudiesthatshedlightontheeffectofschoolandhomelanguageuseonchildren’sfirstandsecondlanguagedevelopmentResearchbasethatsupportsdu
2、allanguageprogramsFuturedirectionsResearchanddevelopment2PreschoolPrograms:DualLanguageApproachExperimentalstudycomparingtheeffectofmonolingualimmersioncomparedwithduallanguagepreschoolprograms(Barnett,Yarosz,Thomas,Jung&Blanco,2007)Three-andfouryearoldchildrenfromhomeswhere
3、SpanishandEnglishwerespokenwererandomlyassignedtoprogramtypeDuallanguageprogramalternatedbetweenEnglishandSpanishonaweeklybasisbyrotatingchildrenbetweenclassroomsandteachersClassroomsinbothconditionsusedtheHigh/Scopecurriculum,methighstandardsforteacherqualifications,ratio,a
4、ndclasssize3PreschoolPrograms:DualLanguageApproachFindingsChildreninbothtypesofprogramsexperiencedsubstantialgainsinEnglishlanguage,literacyandmath,withnosignificantdifferencesbetweengroupsAmongtheSpanish-speakers,theduallanguageprogramproducedlargegainsinSpanishvocabularyco
5、mparedwiththeEnglishprogram4PreschoolPrograms:DualLanguageApproachExperimentalstudycomparingtheeffectsEnglishHighScopeCurriculum,EnglishLiteracyExpressCurriculumandBilingualLiteracyExpressCurriculum(Farver,Lonigan,&Eppe,2009)Samplewas94Spanish-dominantELLpre-schoolchildrenen
6、rolledinaHeadStartprograminaninner-cityschoolChildrenwererandomlyassignedtothreeprogramtypes-HighScope(control),HighScopeplusLiteracyExpressinEnglish,HighScopeplusLiteracyExpresswithstudentsbeginninginSpanishandtransitioningintoEnglishLiteracyExpresscurriculumfocusesonoralla
7、nguage,emergentliteracy,basicmathandscience,andsocio-culturaldevelopmentgroupsof4-5threetypesofteacher-directedactivities—sharedreading,phonologicalawarenesstraining,printknowledgeactivitiesChildreninthebilingualprogramtransitionedintoEnglishafter9weeks.5PreschoolPrograms:Du
8、alLanguageApproachFindingsLiteracyExpresschildrenmadesignificantgainscompar