東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Language learning in three early chi...

Schoder, Sandra.

Linked to FindBook

Google Book

Amazon

博客來

Language learning in three early childhood programs in Austria, Germany and the United States.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Language learning in three early childhood programs in Austria, Germany and the United States./
Author:	Schoder, Sandra.
Description:	418 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3139.
Contained By:	Dissertation Abstracts International71-09A.
Subject:	Education, Foreign Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3420396
ISBN:	9781124178424

Language learning in three early childhood programs in Austria, Germany and the United States.
Schoder, Sandra.

Language learning in three early childhood programs in Austria, Germany and the United States. - 418 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3139.

Thesis (Ed.D.)--West Virginia University, 2010.

In 2002 the European Union declared multilingualism and life-long language learning to be two goals that it will pursue for its citizens. As a result, member states have introduced language learning at the elementary school level, and have shown an ever increasing interest in implementing second language programs designed specifically for children under the age of seven. This is a welcome change for European educators who are already working in early childhood language programs or who plan to establish new programs and have been looking for support for their endeavors. Yet despite recent progress, scholarly research into this arena remains limited.

ISBN: 9781124178424Subjects--Topical Terms:

1064562
Education, Foreign Language.

Language learning in three early childhood programs in Austria, Germany and the United States.
LDR:03265nam 2200325 4500 001 1394775
005 20110429093307.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124178424
035 $a (UMI)AAI3420396
035 $a AAI3420396
040 $a UMI $c UMI
100 1 $a Schoder, Sandra. $3 1673422
245 1 0 $a Language learning in three early childhood programs in Austria, Germany and the United States.
300 $a 418 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3139.
500 $a Adviser: Joy Faini Saab.
502 $a Thesis (Ed.D.)--West Virginia University, 2010.
520 $a In 2002 the European Union declared multilingualism and life-long language learning to be two goals that it will pursue for its citizens. As a result, member states have introduced language learning at the elementary school level, and have shown an ever increasing interest in implementing second language programs designed specifically for children under the age of seven. This is a welcome change for European educators who are already working in early childhood language programs or who plan to establish new programs and have been looking for support for their endeavors. Yet despite recent progress, scholarly research into this arena remains limited.
520 $a This dissertation attempts to address the lack of scholarship in this field by presenting the findings of a case study I conducted in three early childhood language programs in Austria, Germany, and the United States. I used aspects of grounded theory in the analysis of the data that was obtained through observation, interviews with participating educators, and questionnaires presented to teachers and parents. Through this qualitative inquiry, I analyzed several aspects of language learning while seeking a holistic description of their application. The aspects studied included multilingualism, curriculum, approach, instructional strategies, and the role of teachers and students.
520 $a The study's results showed both commonalities and differences in the programs' features, allowing for an understanding of the characteristics and complexity of early childhood language learning to emerge in relation to the approaches and methodologies imbedded in the programs. I found that the child, with his or her language competence, age, and personality, is at the center of early childhood language learning. Each child makes choices concerning the form that his or her verbal and non-verbal language participation will take while considering the situation and person involved in the application. Both teachers and children guide, facilitate, and interact throughout the applied curriculum, strategies, and program environment. These facets define each child's path on the language-difficulty continuum. The paths overlap, creating a tapestry in which the children attempt to become verbal members of the target language environment.
590 $a School code: 0256.
650 4 $a Education, Foreign Language. $3 1064562
650 4 $a Education, Multilingual. $3 1669153
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0444
690 $a 0455
690 $a 0518
690 $a 0525
710 2 $a West Virginia University. $3 1017532
773 0 $t Dissertation Abstracts International $g 71-09A.
790 1 0 $a Saab, Joy Faini, $e advisor
790 $a 0256
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3420396