An early sequential bilingual methodology for three to five years old children from public early childhood development center

This book is available only in English

A Case Study on the Implementation of an Early Sequential Bilingual Methodology on Three- lo Five-year-old Children at a Public Early Childhood Development Cerner in the City of Pereira. 

This research study explored the needs, requirements and perceptions towards the design of a proposal for bilingual early childhood in a public Early Childhood Development Center (CDC) located in Pereira, Colombia. After analyzing the requirements of the CDI in regard to the processes of leaching and learning Spanish, the researchers designed a methodological proposal for early-sequential bilingual education. 

The results remarked the advantages, challenges and requirements to apply a bilingual program, in these types of institutions. They also suggest how the use of audio and visual materials contribute to different factors such second language development, to reduce additional factors, as it is discipline, among others. Additionally, the use of strategies such as lesson planning and drilling are fundamental to obtain observable results concerned with children production skills in order to articulate both languages development. Teaching English lo children between 3 to 5 years old emerges as a model for bilingual education inasmuch as their age, positive attitude towards the language, among other factors, greatly enable the applicability of the proposal framed in the book. 

Finally, though the report of this document is formulated as a case study design, the project has been piloted and implemented in many early childhood development centers in the city of Pereira with similar results. 

CONTENIDO

PRESENTATION

1.STATEMENT OF THE PROBLEM  

1.1. Research Questions  

1.2. Objectives

• General objective
• Specific objectives 

2. THEORETICAL FRAMEWORK

2.1. Conceptual Framework  

• Early childhood
• Language acquisition theories
• First language acquisition (U)
• Second language acquisition (L2)
• Early childhood education for bilingualism
• Early sequential bilingual education during early childhood
• Strategies that foster early sequential bilingualism during the early years

2.2. Literature Review

3. METHODOLOGY

3.1. Type of Research  

3.2. Type of Study

3.3. Context

3.4. Setting

3.5. Participants

• Children
• Early childhood inservice teaching staff
• Early childhood inservice teachers
• Early childhood inservice teaching assistants
• Bilingual preservice educators 
• Parents

3.6. Researchers' Roles

3.7. Data Collection (Methods/lnstruments)

• Interviews  
• Surveys  
• Observations  

3.8. Data Analysis  

3.9. Ethical Considerations and Others 

4. FINDINGS AND DISCUSSION

4.1. An Early Sequential Bilingual Model during the Early Years: Didactics and Methodology

• Bilingual educators' strategies conditioned children's responses
• Flashcards
• Games
• Songs
• Videos
• Bilingual educators' use of storytelling and story reading as strategies to foster early sequential bilingualism
• Eliciting and prompting
• Eliciting advantages
• Eliciting drawbacks
• Nonverbal communication 
• Nonverbal communication advantages
• Lack of nonverbal communication
• Prosodic features
• The translingual early childhood classroom

5. CONCLUSIONS

6. IMPLICATIONS

6.1. Pedagogical Implications

6.2. Research Implications 

7. LIMITATIONS OF THE STUDY

References  

• Appendix A1
• Appendix A2
• Appendix A3
• Appendix B1
• Appendix B2
• Appendix C
• Appendix D
• Appendix E