Please use this identifier to cite or link to this item:
|Title:||Enhancing non-English speaking preschoolers' emergent literacy skills||Contributor(s):||Elias, Gordon (author); Hay, Ian (author); Homel, Ross (author); Freiberg, Kate (author); Prothero, Carmel (author); Ernst, Ruth (author)||Publication Date:||2002||Handle Link:||https://hdl.handle.net/1959.11/4031||Abstract:||This article considers a number of issues associated with the teaching of English to preschoolers from non-English speaking backgrounds. It proposes that these children's first language should be incorporated in the development of early literacy and associated resource materials, along with parental involvement in the emergent literacy process. More particularly, the article considers theoretical and practical issues involved in the design and use of picture books to facilitate the acquisition of English by preschool children with limited English proficiency. The children in the study were found to value the books highly and spent more time with these resources than with other books. The findings were that the children were stimulated to produce more complex language when the books were being read and were highly motivated to read them with their peers and parents.||Publication Type:||Journal Article||Source of Publication:||ThaiTESOL Bulletin: The Journal of the Organization of English teachers in Thailand, 15(2), p. 63-67||Publisher:||ThaiTESOL||Place of Publication:||Bangkok Thailand||ISSN:||0815-8150||Field of Research (FOR):||130305 Educational Counselling||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Other Links:||http://www.griffith.edu.au/__data/assets/pdf_file/0018/13752/enhancing-non.pdf||Statistics to Oct 2018:||Visitors: 166
|Appears in Collections:||Journal Article|
Files in This Item:
checked on Mar 2, 2019
WEB OF SCIENCETM
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.