Early Childhood Bilingual Educator's Responses
Results
Early Childhood Bilingual Educators' Strategies Conditioned Children's Responses
During the implementations of this sequential bilingual methodology, it was evidenced that the use of songs, flashcards and videos enable the emergent bilinguals practice and review vocabulary, boost their motivation, and foster second language acquisition.
Flashcards. Flashcards were employed to enhance second language acquisition in children since they enable the emergent bilinguals to practice and to memorize the new vocabulary. Moreover, the vocabulary was presented with big and colorful images which fostered second language acquisition as well. An example of this is the following extract from an interview conducted after the implementation process. …show more content…
Titone (1986) affirms that during three to five years of age children's imitations is at its best. It was observed that the emergent bilinguals imitated the bilingual educators when they were singing and miming the songs which fostered second language acquisition as they later remembered the songs and their corresponding movements. Additionally, during the implementation of songs, body language was used to aid children's understanding. Hansen (2006) claims that body language and gestures enhance children's internalization of the new vocabulary. Observations show that those movements allowed the emergent bilinguals to have a better understanding of the words they were …show more content…
Additionally, they learn to structure sentences implicitly, and develop their sequencing and prediction skills which enable them to follow the regular flow of stories. Nevertheless, specifically it was identified the role that eliciting, prompting, prosodic features and nonverbal communication have in the success of story time session.
Eliciting and Prompting. Asking and cueing children helped children develop their speaking skills. This will be evidenced in the following observation sample.
O152C:
BEC: What color is the hair of the monster? (BE pointed at the hair of the monster and her tone dropped)
Ss: Purple! Purple! (Some Ss were touching their hair)
BEC: Purple... Excellent!
… BEC: What color is the nose? (Tone got lower) The nose is Gre…
Ss: GREEN! (Some pointed at the nose of the monster and got up from their chairs to shout)
BEC: Green...,
Ss: Green!
BEC: Excellent! Those techniques also strengthened their attention span, their participation capabilities and enriched their comprehension. This was supported by the statements of Arias et al. (2015), Additionally, due to the scaffolding process triggered by both eliciting and prompting, children were motivated to participate actively and interacted with their available language. This was also pointed out by Isbell
Early Childhood Bilingual Educators' Strategies Conditioned Children's Responses
During the implementations of this sequential bilingual methodology, it was evidenced that the use of songs, flashcards and videos enable the emergent bilinguals practice and review vocabulary, boost their motivation, and foster second language acquisition.
Flashcards. Flashcards were employed to enhance second language acquisition in children since they enable the emergent bilinguals to practice and to memorize the new vocabulary. Moreover, the vocabulary was presented with big and colorful images which fostered second language acquisition as well. An example of this is the following extract from an interview conducted after the implementation process. …show more content…
Titone (1986) affirms that during three to five years of age children's imitations is at its best. It was observed that the emergent bilinguals imitated the bilingual educators when they were singing and miming the songs which fostered second language acquisition as they later remembered the songs and their corresponding movements. Additionally, during the implementation of songs, body language was used to aid children's understanding. Hansen (2006) claims that body language and gestures enhance children's internalization of the new vocabulary. Observations show that those movements allowed the emergent bilinguals to have a better understanding of the words they were …show more content…
Additionally, they learn to structure sentences implicitly, and develop their sequencing and prediction skills which enable them to follow the regular flow of stories. Nevertheless, specifically it was identified the role that eliciting, prompting, prosodic features and nonverbal communication have in the success of story time session.
Eliciting and Prompting. Asking and cueing children helped children develop their speaking skills. This will be evidenced in the following observation sample.
O152C:
BEC: What color is the hair of the monster? (BE pointed at the hair of the monster and her tone dropped)
Ss: Purple! Purple! (Some Ss were touching their hair)
BEC: Purple... Excellent!
… BEC: What color is the nose? (Tone got lower) The nose is Gre…
Ss: GREEN! (Some pointed at the nose of the monster and got up from their chairs to shout)
BEC: Green...,
Ss: Green!
BEC: Excellent! Those techniques also strengthened their attention span, their participation capabilities and enriched their comprehension. This was supported by the statements of Arias et al. (2015), Additionally, due to the scaffolding process triggered by both eliciting and prompting, children were motivated to participate actively and interacted with their available language. This was also pointed out by Isbell