The Impact of Exploratory French Instruction on Child and Family Attitudes and Aptitudes for Learning World Languages in Preschool

Javorsky, Kristin; Moser, Kelly

doi:10.1007/s10643-020-01084-y

Cited by 4 publications

(7 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Albaladejo Albaladejo and colleagues (2018) indicated that child behaviour in class could be related to learning, as the two children with the highest learning had a quiet focus during the session, while the two children with the lowest learning were more active during the session. Javorsky and Moser (2021) found that children's engagement was an important predictor of French learning in the 12 children, in contrast to age, gender, or home language background. Temperament of the four children in the aforementioned study by Sun and colleagues (2015) was assessed with a parental questionnaire and appeared to be related to their language development.…”

Section: Child-related Factorsmentioning

confidence: 83%

“…This means that the proposed theoretical categorisation (Howard et al, 2003) of foreign language programmes is not as clear-cut in practice. Javorsky and Moser (2021) found that non-majority language background was not an important predictor for French language development in an English-French preschool in the US South, but exposure to French was relatively modest, with a weekly 30-60 minute world language (French) class during 10 weeks. Moreover, the study was based on only 12 children aged 3 years old.…”

Section: Child-related Factorsmentioning

confidence: 84%

“…Our third aim was to identify which child-related characteristics, such as age, socio-economic background, parental involvement, child temperament and in-class behaviour, and language background, might modulate the effects of foreign language ECEC (Albaladejo Albaladejo et al, 2018;Buyl & Housen, 2014;Ferjan Ramírez & Kuhl, 2017;Hidaka et al, 2012;Javorsky & Moser, 2021;Pino Juste & Rodríguez López, 2007;Sun et al, 2015). The main findings were that age, child temperament, and behaviour were related to foreign language development, but it was hard to formulate conclusions for several reasons.…”

Section: Summary Of Review Findingsmentioning

confidence: 99%

See 2 more Smart Citations

The effects of foreign language programmes in early childhood education and care: a systematic review

Thieme

Hanekamp

Andringa

et al. 2021

Language, Culture and Curriculum

View full text Add to dashboard Cite

This systematic review investigates the effects of foreign language programmes in early childhood education and care (ECEC), which are increasingly popular. Foreign language ECEC centres familiarise very young children with a foreign language, and in general also expose them to the majority language. This review synthesises research on the effects of foreign language ECEC on children's development of the foreign language, majority language, first language, and wellbeing, as well as programmerelated and child-related factors that influence language development and wellbeing. The reviewed studies indicate that foreign language ECEC fosters foreign language development, without negatively impacting the majority and first language. Children can experience positive wellbeing in these programmes, but only if programmes are play-based and if the language policy is not too strict. Some studies report that programme characteristics, such as input quantity, language policy, and teacher strategies, modulate the effects of foreign language ECEC on language development and wellbeing. Few of the reviewed studies examined child characteristics, but the available findings indicate that children's age, as well as their temperament and inclass behaviour, are related to foreign language learning. However, these findings need to be interpreted with caution, because research into foreign language ECEC is still in its infancy.

show abstract

Section: Child-related Factorsmentioning

confidence: 83%

Section: Child-related Factorsmentioning

confidence: 84%

Section: Summary Of Review Findingsmentioning

confidence: 99%

See 1 more Smart Citation

The effects of foreign language programmes in early childhood education and care: a systematic review

Thieme

Hanekamp

Andringa

et al. 2021

Language, Culture and Curriculum

View full text Add to dashboard Cite

show abstract

“…Two published studies have examined potential learning in exposure-track settings: Javorsky andMoser (2021), andGurzynski-Weiss et al (2021). The first explored the effect of a French FLEX program on Pre-K children's engagement with the language and L2 learning, while the second was a cross-sectional study examining potential L2 Spanish gains from one semester to the next in an elementary setting.…”

Section: Learning Opportunities and The Case For Task-based Language ...mentioning

confidence: 99%

“…The first explored the effect of a French FLEX program on Pre-K children's engagement with the language and L2 learning, while the second was a cross-sectional study examining potential L2 Spanish gains from one semester to the next in an elementary setting. Javorsky and Moser (2021) found that while all students in the FLEX program were highly engaged learners and demonstrated French receptive 2 The quotations are ours and are used to call attention to the subjective, inaccurate, and othering distinction. 3 In the 2017 K-12 National Foreign Language Enrollment survey report, these categories were reconceptualized to (dual) immersion (12%), hybrid (1.5%), online only, (3.5%) "standard" foreign language (which seems similar to FLES; 62%) and exploratory (formerly FLEX; 21%).…”

Section: Learning Opportunities and The Case For Task-based Language ...mentioning

confidence: 99%

Task-based elementary Spanish in rural Indiana: A practice-based collaboration

Gurzynski-Weiss,

Wray,

Coulter-Kern

et al. 2024

10.14746/ssllt

View full text Add to dashboard Cite

Spanish is the second most spoken language in the United States and the most taught additional language (L2) in elementary-level schools. However, the amount and type of access differs according to the resources available. Rural settings, which comprise a third of all schools in the US, often have fewer resources and support for the development and maintenance of exposure-track L2 programs, which meet once per week with the goal of, as the name suggests, providing exposure to the L2, rather than a focus on cumulative language development. Given that there are immediate and long-term benefits of even low levels of early bilingualism, ensuring access to quality L2 education is a matter of equity. This paper centers on the first year of a longitudinal collaboration between an exposure-track Spanish language teacher in a rural elementary school, and the research team who created a task-based program tailored for the school following a needs analysis. We analyze the first year of the grant-funded program based on task effectiveness, student enjoyment, and teacher perspectives. We contextualize results within the rural community and offer initial longitudinal data on US exposure-track Spanish. We detail how we adjusted the program for the second year, are freely sharing the materials on the Task Bank (tblt.indiana.edu) and have transferred the program to the teacher’s autonomy. Finally, we highlight that the success of this program was and is due to the collaborative nature of the partnership between the teacher, the researchers, and the administrators.

show abstract

Relationships between bilingual exposure at ECEC and vocabulary growth in a linguistically diverse sample of preschoolers

Verhagen,

Boom,

Thieme

et al. 2024

Journal of Applied Developmental Psychology

View full text Add to dashboard Cite

The Impact of Exploratory French Instruction on Child and Family Attitudes and Aptitudes for Learning World Languages in Preschool

Cited by 4 publications

References 35 publications

The effects of foreign language programmes in early childhood education and care: a systematic review

The effects of foreign language programmes in early childhood education and care: a systematic review

Task-based elementary Spanish in rural Indiana: A practice-based collaboration

Relationships between bilingual exposure at ECEC and vocabulary growth in a linguistically diverse sample of preschoolers

Contact Info

Product

Resources

About