Bilingual Education for Preschool Children.

Autor/in	Arnberg, Lenore
Institution	Linkoping Univ. (Sweden). Dept. of Education.
Titel	Bilingual Education for Preschool Children.
Quelle	(1983), (71 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	91-7372-715-6
Schlagwörter	Acculturation; Bilingual Education; Cultural Pluralism; Curriculum; English (Second Language); Instructional Materials; Parent Participation; Preschool Children; Program Descriptions; Program Design; Program Development; Program Evaluation; Research Needs; Second Language Instruction; Teacher Education; Sweden + Suchen Sie Ihr Suchwort? Akkulturation; Bilingual teaching; Bilingualer Unterricht; Kulturpluralismus; Curricula; Lehrplan; Rahmenplan; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Elternmitwirkung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Forschungsbedarf; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Schweden
Abstract	A review of ERIC literature, descriptions of 20 preschool bilingual education programs around the world, and information obtained that would be useful in Swedish program development and research are presented. A section giving background on bilingual education looks at types of programs, relationships of programs with external factors, assimilation versus cultural pluralism, the Bilingual Education Act of 1968, the English as a second language approach, and the bilingual-bicultural approach. A section describing the 20 programs outlines their characteristics (language group, goals, language distribution, staff, materials, teacher training, parental involvement, evaluation, and evaluation results), language training programs and methods, teacher training, the relationship of bilingual education and the home (programs emphasizing some parental involvement and recommendations made in the literature for parental involvement), and available resources and resource centers. A final review section looks at the importance of considering background factors in program development, methodological and group factors related to language learning, parental involvement, local versus centralized support for teacher training and materials development, and the importance of program evaluation. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC