An early sequential bilingual methodology for three to five-year-old children from public early childhood development centers

An early sequential bilingual methodology for three to five-year-old children from public early childhood development centers

  • Autor: VV. AA.
  • Editor: Universidad Tecnológica de Pereira
  • ISBN: 9789587223316
  • eISBN Pdf: 9789587226775
  • Lloc de publicació:  Pereira , Colombia
  • Any de publicació: 2018
  • Pàgines: 164

This research emerged from the need of consolidating a meaningful bilingual methodology for children from three- to five-years-of-age from low socioeconomic backgrounds belonging to the public education system, where they could start learning English and Spanish by means of a bilingual methodology that provides them with the same opportunities as middle to high class children. Its aim is to implement an Early Sequential Bilingual Methodology Model in a public Early Childhood Development Center - ECDC (Centro de Desarrollo Infantil - CDI), collect data from class observations, student’s responses, teachers and English teachers’ views as well as parents’ perceptions, to consolidate the model, contributing to the modification of the actual Colombian bilingual policy so to include early childhood. Likewise, it will provide children with new opportunities to develop higher cognitive and neuronal skills that can maximize their academic performance throughout their school years. This present Early Sequential Bilingual Model is a descriptive case study funded by the Universidad Tecnológica de Pereira and was implemented in a public ECDC (CDI) in Pereira (Risaralda-Colombia) based on the bilingual methodological proposals portrayed by Rodao (2011) and Arias et al. (2015). This research project depicts and systematizes the most predominant methodological techniques used when teaching English at public ECDCs (CDIs) and interprets their effectiveness based on the data collected from surveys, interviews, observations and field notes, as well as early childhood teachers, researchers, English teachers and parents’ perceptions towards the methodology and implementation.

  • Cover
  • Title page
  • Copyright page
  • Table of contents
  • Presentation
  • 1. Statement of the Problem
    • Research Questions
    • Objectives
      • 1.2.1. General objective.
      • 1.2.2. Specific objectives.
  • 2. Thoretical Framework
    • 2.1. Conceptual Framework
      • 2.1.1. Early childhood.
      • 2.1.2. Language acquisition theories.
        • 2.1.2.1. First language acquisition (L1).
        • 2.1.2.2. Second language acquisition (L2).
    • 2.2. Literature Review
  • 3. Methodology
    • 3.1. Type of Research
    • 3.2. Type of Study
    • 3.3. Context
    • 3.4. Setting
    • 3.5. Participants
      • 3.5.1. Children.
      • 3.5.2. Early childhood in-service teaching staf.
        • 3.5.2.1. Early childhood in-service teachers.
        • 3.5.2.2. Early childhood in-service teaching assistants.
      • 3.5.3. Bilingual pre-service educators.
      • 3.5.4. Parents.
    • 3.6. Researchers’ Roles
    • 3.7. Data Collection (Methods/Instruments)
      • 3.7.1. Interviews.
      • 3.7.2. Surveys
      • 3.7.3. Observations.
    • 3.8. Data Analysis
    • 3.9. Ethical Considerations and Others
  • 4. Findings and Discussion
    • 4.1. An Early Sequential Bilingual Model during the Early Years: Didactics and Methodology
    • 4.1.1. Bilingual educators’ strategies conditioned children’s responses.
      • 4.1.1.1. Flashcards.
      • 4.1.1.2. Games
      • 4.1.1.3. Songs.
      • 4.1.1.4. Videos.
    • 4.1.2. Bilingual educators’ use of storytelling and story reading as strategies to foster early sequential bilingualism.
      • 4.1.2.1. Eliciting and prompting
      • 4.1.2.2. Nonverbal communication
      • 4.1.2.3. Prosodic features
    • 4.1.3. The ranslingual early childhood classroom .
  • 5. Conclusions
  • 6. Implications
    • 6.1. Pedagogical Implications
    • 6.2. Research Implications
  • 7. Limitations of the Study
  • References
  • Appendix A1
  • Appendix A2
  • Appendix A3
  • Appendix B1
  • Appendix B2
  • Appendix C
  • Appendix D
  • Appendix E