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The Effect of Direct Instruction on ...

Scotti, Lucy Rose.

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The Effect of Direct Instruction on Spanish Language Acquisition in a Preschool Free-Play Environment: A Single-Case Design.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Direct Instruction on Spanish Language Acquisition in a Preschool Free-Play Environment: A Single-Case Design./
Author:	Scotti, Lucy Rose.
Description:	78 p.
Notes:	Source: Masters Abstracts International, Volume: 54-04.
Contained By:	Masters Abstracts International54-04(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1588135
ISBN:	9781321730708

The Effect of Direct Instruction on Spanish Language Acquisition in a Preschool Free-Play Environment: A Single-Case Design.
Scotti, Lucy Rose.

The Effect of Direct Instruction on Spanish Language Acquisition in a Preschool Free-Play Environment: A Single-Case Design. - 78 p.

Source: Masters Abstracts International, Volume: 54-04.

Thesis (M.A.)--West Virginia University, 2015.

The predicted increase in Spanish speakers within the United States brings to light a new direction for preschool curricula. There are multiple, on-going arguments about the best time for children to learn a second language and what role critical periods for brain development play in second language acquisition. Although there are individual differences in development, the current study demonstrates that children can learn Spanish vocabulary words with an average of 30 minutes of instruction per week. Using a combination of direct instruction with developmentally appropriate practices, hands-on, and engaging activities, the teaching of Spanish vocabulary, themed and age appropriate for preschoolers, was incorporated into the West Virginia University Nursery School classroom. Six children from the afternoon collaborative class were chosen to participate in various forms of activities that incorporated English and Spanish into play-based interactions. Using prompts and feedback or praise, the progress of the children across days and over weeks was recorded and examined. Girls improved significantly on Spanish words correctly identified from pre-test to post-test, while boys showed little to no improvement. However, all children improved in fluency, or time taken to identify a pictorial response. Across the five-week intervention, all children demonstrated improved pronunciation and increasing independence and use within each set of themed words. A combination of direct instruction and engaging, interactive activities was shown to be beneficial in the learning of the children. This method of teaching can be easily incorporated into a more naturalistic classroom setting by providing opportunities of various types to slip vocabulary, directives, and bilingual instruction into the daily routine.

ISBN: 9781321730708Subjects--Topical Terms:

518817
Early childhood education.

The Effect of Direct Instruction on Spanish Language Acquisition in a Preschool Free-Play Environment: A Single-Case Design.
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245 1 4 $a The Effect of Direct Instruction on Spanish Language Acquisition in a Preschool Free-Play Environment: A Single-Case Design.
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500 $a Source: Masters Abstracts International, Volume: 54-04.
500 $a Adviser: Barbara G. Warash.
502 $a Thesis (M.A.)--West Virginia University, 2015.
520 $a The predicted increase in Spanish speakers within the United States brings to light a new direction for preschool curricula. There are multiple, on-going arguments about the best time for children to learn a second language and what role critical periods for brain development play in second language acquisition. Although there are individual differences in development, the current study demonstrates that children can learn Spanish vocabulary words with an average of 30 minutes of instruction per week. Using a combination of direct instruction with developmentally appropriate practices, hands-on, and engaging activities, the teaching of Spanish vocabulary, themed and age appropriate for preschoolers, was incorporated into the West Virginia University Nursery School classroom. Six children from the afternoon collaborative class were chosen to participate in various forms of activities that incorporated English and Spanish into play-based interactions. Using prompts and feedback or praise, the progress of the children across days and over weeks was recorded and examined. Girls improved significantly on Spanish words correctly identified from pre-test to post-test, while boys showed little to no improvement. However, all children improved in fluency, or time taken to identify a pictorial response. Across the five-week intervention, all children demonstrated improved pronunciation and increasing independence and use within each set of themed words. A combination of direct instruction and engaging, interactive activities was shown to be beneficial in the learning of the children. This method of teaching can be easily incorporated into a more naturalistic classroom setting by providing opportunities of various types to slip vocabulary, directives, and bilingual instruction into the daily routine.
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650 4 $a Early childhood education. $3 518817
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710 2 $a West Virginia University. $b College of Education and Human Services. $3 3172311
773 0 $t Masters Abstracts International $g 54-04(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1588135