Introducing English as a Foreign Language in Pre-school Situations



Название лота

Introducing English as a Foreign Language in Pre-school Situations


Автор:

Balint Barzso


Издательство:


Год издания:

2010


ISBN:

978-3-6390-4075-3


Описание:

 Introducing English as a Foreign Language in Pre-school Situations Introducing English as a Foreign Language in Pre-school Situations

Teaching a second language to very young children... Is that a crime? Do their minds get overloaded? Do they get confused by being exposed to two languages? How about the babies who have parents speaking different languages, or those whose parents moved to a foreign country? Is there a common experience or a research that claims bilingual children have remarkable deficiencies? My work is intended to find the answer to these questions. In the first part you can read about theorists and researchers' findings about language acquisition and bilinguality. In the second half of the book I introduce my own research, which was done in a Budapest kindergarten. On the one hand, I had a great time there, on the other hand, my assumption about the right answer to the questions above was only made stronger.



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Literacy Development in Kindergarten



Название лота

Literacy Development in Kindergarten


Автор:

Sonia Michael


Издательство:

Книга по Требованию


Год издания:

2010


ISBN:

978-3-6392-7021-1


Описание:

 Literacy Development in Kindergarten Literacy Development in Kindergarten

Literacy development is a major concern in early childhood education. During the kindergarten year, children are expected to learn to read and write. This study examines current literacy instruction in kindergarten classrooms and the relationship between these practices and kindergarten student literacy outcomes. Quantitative measures of classroom practices and quantitative child literacy outcomes were used to examine this relationship. Individual student characteristics of gender, socioeconomic status, ethnicity, home language, and home literacy environment were also considered in relationship to student literacy outcomes. Data analysis suggested that classroom instructional practices were not related to student literacy outcomes, while student characteristics of socioeconomic status and home literacy environment appeared to be the most significant predictors of student literacy achievement. These outcomes indicate that school and home partnerships are the most effective means of positively impacting literacy development.



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