Integration of Language Development Strategies into ESL Preschool Classrooms in Rural East Texas Impact on English Language Development.doc
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1、Faculty Research AcademyJames I. Perkins College of EducationStephen F. Austin State UniversityIntegration of Language Development Strategies into ESL Preschool Classrooms in Rural East Texas: Impact on English Language DevelopmentCarolyn Davidson Abel, Ed.D.Dottie Gottshall, Ed.D.Jannah Nerren, Ph.
2、D.Lee Payne, Ph.D.Fully-Co-authoredDRAFT please do not circulateThe conclusions suggested are only in sample form since we have no data yet.Introduction This study is phase two of a two-part clinical trial to research the impact of language simulation techniques on the English language development o
3、f ESL preschool four-year-old students. The purpose of this phase of the pretest-posttest randomized three-group pilot study was to determine the effect of ESL preschool teacher training in language stimulation techniques as outlined in Educational Productions Good Talking with You: Oh Say What They
4、 See, An Introduction to Indirect Language Stimulation Techniques on their ESL four-year-old students English language development during five months of implementation (hurricane Ike kind of got in the way; do we need another month here?). Impact was measured by the Woodcock Munoz Language Survey (W
5、MLS-R) and the Peabody Picture Vocabulary Test (PPVT-4). A significant increase in English language development in treatment ESL classroom groups was demonstrated (or not) as compared to two control groupsone similar ESL classroom receiving 6 hours of instruction in English daily and another control
6、 group of children receiving 3 hours of instruction in English daily in a bilingual classroom where instruction was delivered in Spanish for the other 3 hours of each day. An analysis of variance (ANOVA) did not demonstrate significant differences for gender (or did), possibly due to small sample si
7、zes in this study.Conceptual FrameworkIt is widely known that language supports reading which in turn holds the key to future learning and success in school (National Reading Panel, 2000). Language develops best in a rich environment with many opportunities for practice (Dickinson, 2001). Children w
8、ho do not develop basic language skills by age 3 are most likely to be at risk of failure when they enter kindergarten (Morrow, 2008). English Language Learners (ELLs) and especially the immigrant population often find themselves in situations of poverty; these conditions can reduce the level of lan
9、guage exposure and stimulation these young children receive, resulting in poor early language development in the first language (Hart & Risley, 2003). With over 500 different languages being spoken in todays schools, and preschools reporting the highest enrollments of these ELLs (Morrow, 2008), it b
10、ecomes increasingly difficult to offer instruction in the first language to support even those whose first language is well developed, and there is increased concern for those who are already at risk in the first language when they begin school. While schools are not often in the position to control
11、 for skill level development in the first language, schools can attempt to influence how these children learn English. It is well known among early childhood educators that when young children are exposed to a sensitive nurturing environment, where adults comment on what the child says and model and
12、 extend the language the child uses, language development is facilitated (Morrow, 2008). The present study investigates whether a similar positive impact can be made for Spanish-speaking children when these simple language development techniques are used to encourage them to learn and use English. I
13、t is well known that transfer can occur from a persons first language into the newly acquired language, but it is also now recognized that “reverse transfer may also occur (National Literacy Panel, 2006). This suggests that with proper and early support, ELLs may learn English that would then transf
14、er into the first language. The ultimate impact could be improvement in both languages and most importantly, these young preschoolers would have a jumpstart in English before serious instruction in first grade would beginpossibly a more pragmatic solution for schools unable to offer bilingual instru
15、ction in these early grades where the numbers of speakers of other languages is increasing dramatically.The language stimulation techniques proposed in the training are grounded in social interactionist theories of language acquisition which recognizes that language learning is facilitated through s
16、ocial interactions with mature language users (Bohannon & Bonvillian, 2000; National Reading Panel 2000). The training program of five sequential video tapes from Educational Productions demonstrates how to stimulate language development in normally developing and language-delayed children who are t
17、hree, four, and five years of age. These language stimulation techniques are developmentally appropriate in their use of strategies that relate directly to what the child is interested in and extends what the child says (Snow, 1983). These techniques are currently being used in many developmentally
18、appropriate training labs across the country for regular and language-delayed preschoolers and are recommended by the U. S. Department of Health and Human Services for building positive child outcomes for Head Start Programs. This training shares some similarities with a recent study using “recastin
19、g” with ESL students. Recasts are replies to childrens utterances that provide syntactic revisions of statements children make while maintaining the central meaning (Nelson, Welsh, Camarata, Butkovsky, & Camarata, l996). While that study demonstrated modest gains, it attributed a tendency in adults
20、to become overly complex in their responses to childrens attempts at communication to explain the studys disappointing results; it was recommended that future studies correct for this problem (Tsybina et al, 2006). The training received by the treatment group emphasized the importance of more closel
21、y following the childs lead and limiting extensions of the childs language using indirect and less complex language stimulation techniques (Abel, Gottshall, and Nerran, 2008).MethodologyDuring Phase One of this research, a two-day language development training workshop was provided to a random half
22、of all ESL preschool teachers of four-year-olds in a large rural 5-A school district in east Texas (Abel, Gottshall, & Nerren, 2008). During Phase Two (this study), trained teachers were expected to integrate the newly learned language stimulation techniques into their regular classroom teaching. Th
23、is pretest-posttest randomized three-group pilot study used a Kruskal-Wallis non-parametric technique and ANOVA for gender (2x3) to determine the effect of ESL preschool teacher training in language stimulation techniques on their ESL four-year-old students English language development during five m
24、onths of integrating the newly learned strategies into their regular classroom teaching. Impact was measured by the pre and post oral language cluster test on the current and state-endorsed Woodcock Munoz Language Survey (WMLS-R), currently in use in this school district, and the pre and post assess
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