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A Description of Progress in Expressive Language and Literacy of Four Young Children Learning English as a Second Language

Four young children who were learning English as a second language were observed during their participation in an English Language Development class in a school in the North Texas area. Demographic data and checklists were used to describe progress in expressive language and the key vocabulary approach to beginning literacy as adapted by Trietsch and Monk. Data from the interviews with the classroom teachers of the subjects and anecdotal records were used to describe the interaction of the subjects with other English-speaking children and adults. Comparisons were made between progress in writing the key vocabulary and progress in expressive language and between progress in writing the key vocabulary and the progress of interaction with other English-speaking children and adults. The subjects progressed in literacy in English as a second language while learning English as a second language.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc663426
Date12 1900
CreatorsTucker, Barbara Jane
ContributorsSchmidt, Velma, LaBrecque, Suzanne V. (Suzanne Volin) 1946-
PublisherNorth Texas State University
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatv, 101 leaves, Text
CoverageUnited States - Texas
RightsPublic, Tucker, Barbara Jane, Copyright, Copyright is held by the author, unless otherwise noted. All rights

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