1 / 1

Theory

Two-Way and Monolingual English Immersion in Preschool Education: An Experimental Comparison; Barnett, et al. (2007), Early Childhood Research Quarterly 22, 277–293. Theory

rhoda-villarreal
Download Presentation

Theory

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Two-Way and Monolingual English Immersion in Preschool Education: An Experimental Comparison; Barnett, et al. (2007), Early Childhood Research Quarterly 22, 277–293. Theory Past studies with preschool children have suggested that TWI approaches, may have important advantages, including language learning, the benefits of bilingualism for cognitive abilities, and long-term cross over benefits for English language proficiency. Goal of the study Compare the effects of TWI and EI preschool education programs on children’s learning. Method Three- and our-year old children were randomly assigned by lottery to either a newly established TWI Spanish/English program (N=79) or a monolingual EI program (N=52) in the same school district. Both groups were tested in the fall and spring of 2003-04 school year. Findings 1. All children in this study made substantial progress on English language measures of vocabulary development, literacy, and mathematics over the school year. 2. Both Spanish-dominant children and English-dominant children in the TWI preschool program have made gains in Spanish language and literacy skills without hindering the development of their English language abilities. 3. The strongest difference observed between programs was that Spanish-dominant children in the TWI program had much greater gains in Spanish vocabulary (receptive language) than their peers in the EI program. 4. No statistically significant indications of transfer of skills from Spanish to English were found. • Strengths • Research question: important and cutting-edge; • Methodology: The first to use random assignment of both ELL and other children to either a TWI or an EI program to compare the educational effectiveness of these two approaches; • Strong data analysis: regression and HLM analysis • Weaknesses • Modest in size and duration and limited to one particular location and population; • One of the measurement tools is new and unreliable; • The treatments were not pure. • All of our findings are limited to immediate program impacts.

More Related