Learning Different Language Scripts through Separation Model in a Bilingual Preschool Setting
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| Title: | Learning Different Language Scripts through Separation Model in a Bilingual Preschool Setting |
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| Language: | English |
| Authors: | Iskender Gelir, Ali Kemal Tekin (ORCID |
| Source: | Cogent Education. 2024 11(1). |
| Availability: | Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Written Language, Romanization, Arabic, Native Language, Second Language Learning, Second Language Instruction, Teaching Methods, Bilingual Education, Teacher Attitudes, Video Technology, Language Proficiency, Class Activities, Literacy, Foreign Countries, Preschool Teachers, Preschool Children, Transfer of Training |
| Geographic Terms: | Oman |
| DOI: | 10.1080/2331186X.2024.2344375 |
| ISSN: | 2331-186X |
| Abstract: | This study aimed to examine the acquisition of Roman alphabetic script among young children within a bilingual (Arabic and English) educational environment employing a language separation pedagogical approach in Muscat, Oman. Data were collected utilizing participant observations, video recordings to capture the interactions of three children and the instructive practices of the teacher, and teacher interviews, in order to explore the efficacy of this model. The findings of the study indicate that children demonstrate proficiency in script composition in their second language (Roman-English) through engagement in diverse classroom activities, including mathematical and artistic pursuits. Despite prevalent negative perceptions associated with language separation methodologies, our findings suggest its potential effectiveness in facilitating second language acquisition and literacy development. Implications of the study's outcomes are discussed, along with avenues for future research inquiry. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1453650 |
| Database: | ERIC |
| Abstract: | This study aimed to examine the acquisition of Roman alphabetic script among young children within a bilingual (Arabic and English) educational environment employing a language separation pedagogical approach in Muscat, Oman. Data were collected utilizing participant observations, video recordings to capture the interactions of three children and the instructive practices of the teacher, and teacher interviews, in order to explore the efficacy of this model. The findings of the study indicate that children demonstrate proficiency in script composition in their second language (Roman-English) through engagement in diverse classroom activities, including mathematical and artistic pursuits. Despite prevalent negative perceptions associated with language separation methodologies, our findings suggest its potential effectiveness in facilitating second language acquisition and literacy development. Implications of the study's outcomes are discussed, along with avenues for future research inquiry. |
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| ISSN: | 2331-186X |
| DOI: | 10.1080/2331186X.2024.2344375 |
