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Elicited Response in the Pre-Kindergarten Setting with a Dual Language Program: Good or Bad Idea?
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Montague, Nicole S.; Meza-Zaragosa, Elsa – Bilingual Research Journal, 1999
Using the language experience approach, the role of elicited response in second language learning was examined among 45 preschool children in a dual language program. The conditions, variables, and social influences that affect second language acquisition of dominant and minority languages are discussed, as well as the implications of different…
Descriptors: Classroom Techniques, Language Experience Approach, Peer Relationship, Preschool Education
Making Meaning Matter: A Look at Instructional Practice in Additive and Subtractive Contexts
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Stritikus, Tom T. – Bilingual Research Journal, 2006
In this article, I examine the implications of additive and subtractive conceptions for the education of English language learner (ELL) students. To understand how competing theories regarding the education of ELL students materialize into action, I examine select findings from one district's implementation of Proposition 227. Focusing on the…
Descriptors: English (Second Language), Second Language Learning, Educational Policy, Grade 3
"How Did You Learn to Write in English When You Haven't Been Taught in English?": The Language Experience Approach in a Dual Language Program.
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Riojas Clark, Ellen – Bilingual Research Journal, 1995
Case study reports on the use of language experience and a natural approach to learning languages in a dual-language (Spanish-English) kindergarten class. Descriptions of student writing activities in the classroom illustrate the process of literacy development in the first and second languages. The importance of trained bilingual teachers and…
Descriptors: Beginning Writing, Bilingual Education Programs, Case Studies, Elementary Education