Supporting Early Oral Language Skills for Preschool ELL in an EFL Context, Mauritius: Possibilities and Challenges

Autor/in	Auleear Owodally, Ambarin Mooznah
Titel	Supporting Early Oral Language Skills for Preschool ELL in an EFL Context, Mauritius: Possibilities and Challenges
Quelle	In: Early Child Development and Care, 185 (2015) 2, S.226-243 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.919494
Schlagwörter	Creoles; English (Second Language); Second Language Learning; Second Language Instruction; Preschool Children; Pretests Posttests; Receptive Language; Vocabulary Development; Foreign Countries; Program Implementation; Teaching Methods; Case Studies; Literacy; Language of Instruction; Mauritius + Suchen Sie Ihr Suchwort? Kreole; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching language; Unterrichtssprache
Abstract	In Mauritius, Kreol is the home language of the majority of school children, while English is the main language of literacy and the main written medium of instruction as from the first year of primary schooling. This has had a backwash effect on the preschool sector, where English is introduced. A cross-sectional study of local preschools revealed that while English number names are systematically taught, there is less planning in the teaching of general English vocabulary. This article reports on a comparative study of a "regular" English preschool class and an Oral English Intervention Programme in two local preschools over 2005. The comparison between pre-test and post-test results showed that the children in both programmes improved significantly in receptive English vocabulary, with the experimental subjects unsurprisingly outperforming the 'regular' group. However, the implementation of the intervention programme revealed the many potential challenges of teaching English to pre-schoolers in an English-poor environment. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01