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Write-and-read books as interactive ...

Walden University., Education.

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Write-and-read books as interactive homework: Raising parents' awareness of a Foreign Language in the Elementary School (FLES) program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Write-and-read books as interactive homework: Raising parents' awareness of a Foreign Language in the Elementary School (FLES) program./
Author:	Brumlow, Tatyana V.
Description:	224 p.
Notes:	Adviser: Glenn Ayres.
Contained By:	Dissertation Abstracts International70-04A.
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3352861
ISBN:	9781109111767

Write-and-read books as interactive homework: Raising parents' awareness of a Foreign Language in the Elementary School (FLES) program.
Brumlow, Tatyana V.

Write-and-read books as interactive homework: Raising parents' awareness of a Foreign Language in the Elementary School (FLES) program. - 224 p.

Adviser: Glenn Ayres.

Thesis (Ed.D.)--Walden University, 2009.

Studies reveal that despite recent positive developments in the field of early foreign language learning in the U.S., Foreign Language in the Elementary School (FLES) programs continue to be few in number and face discontinuation. Some authors suggest that teachers can promote FLES programs by increasing parental awareness. The purpose of this mixed-method study was to explore how parents' exposure to write-and-read books (WRB), used as interactive homework with first-grade FLES students, can help raise awareness of the FLES and increase parental support for local programs. The study examined a German FLES program in a suburban elementary school in the Southeast. A sequential explanatory mixed-methods design was used to assess parental engagement in WRB activities and subsequent attitudes and support for FLES. An attitudinal survey was administered to 50 parents engaged in WRB across the school year, 16 of whom were later interviewed. The teacher's journal and parent WRB responses served as two additional sources of data. Survey data indicated strong parental support for WRB and FLES. Qualitative data were coded for significant statements aligned to the research questions and summarized as descriptive themes. Parents reported that exposure to WRB increased their awareness of the target language, the curriculum, and the methodology used in the first-grade FLES classroom. Parents gained the most awareness of their child's achievement in and attitude towards learning German. These findings also validated that interactive homework heightened support of the FLES program among parents. The results of the study will help FLES professionals increase their knowledge and understanding of how they can strengthen their programs through public awareness so that American society can continue benefiting from early foreign language education.

ISBN: 9781109111767Subjects--Topical Terms:

516171
Education, Elementary.

Write-and-read books as interactive homework: Raising parents' awareness of a Foreign Language in the Elementary School (FLES) program.
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100 1 $a Brumlow, Tatyana V. $3 1064561
245 1 0 $a Write-and-read books as interactive homework: Raising parents' awareness of a Foreign Language in the Elementary School (FLES) program.
300 $a 224 p.
500 $a Adviser: Glenn Ayres.
500 $a Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1170.
502 $a Thesis (Ed.D.)--Walden University, 2009.
520 $a Studies reveal that despite recent positive developments in the field of early foreign language learning in the U.S., Foreign Language in the Elementary School (FLES) programs continue to be few in number and face discontinuation. Some authors suggest that teachers can promote FLES programs by increasing parental awareness. The purpose of this mixed-method study was to explore how parents' exposure to write-and-read books (WRB), used as interactive homework with first-grade FLES students, can help raise awareness of the FLES and increase parental support for local programs. The study examined a German FLES program in a suburban elementary school in the Southeast. A sequential explanatory mixed-methods design was used to assess parental engagement in WRB activities and subsequent attitudes and support for FLES. An attitudinal survey was administered to 50 parents engaged in WRB across the school year, 16 of whom were later interviewed. The teacher's journal and parent WRB responses served as two additional sources of data. Survey data indicated strong parental support for WRB and FLES. Qualitative data were coded for significant statements aligned to the research questions and summarized as descriptive themes. Parents reported that exposure to WRB increased their awareness of the target language, the curriculum, and the methodology used in the first-grade FLES classroom. Parents gained the most awareness of their child's achievement in and attitude towards learning German. These findings also validated that interactive homework heightened support of the FLES program among parents. The results of the study will help FLES professionals increase their knowledge and understanding of how they can strengthen their programs through public awareness so that American society can continue benefiting from early foreign language education.
590 $a School code: 0543.
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Foreign Language. $3 1064562
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710 2 0 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 70-04A.
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790 1 0 $a Ayres, Glenn, $e advisor
790 1 0 $a Callahan, Darragh $e committee member
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