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Dissertation/Thesis Abstract

A picture of oral language behavior by emergent bilinguals in a K–1 classroom
by Pechuzal, Emilie, M.A., Prescott College, 2009, 83; 1469754
Abstract (Summary)

Educators, families and policy makers are challenged by the task of providing high-quality education to Emergent Bilinguals. Consequently, multiple instructional methods have been developed to meet their specific needs, some more effective than others. This study utilizes an explanatory mixed method design to investigate the efficacy of best teaching practices for oral language acquisition for Emergent Bilinguals in the primary grades at an excelling magnet school in Tucson, Arizona. The body of research gathered concludes that Emergent Bilinguals' oral language skills benefit significantly from being integrated with English speaking peers, from structured speaking opportunities in the classroom, and from the opportunity to interact in a small group at classroom learning centers.

Keywords: Emergent Bilinguals, English Language Learners, Oral Language Acquisition, Multicultural Education

Indexing (document details)
Advisor: VerVelde, Peggy, VerVelde, Ray
Commitee: Sharp, Lloyd, Stogsdill, Gary
School: Prescott College
Department: Education / Elementary Education
School Location: United States -- Arizona
Source: MAI 48/02M, Masters Abstracts International
Subjects: Bilingual education, Early childhood education, Elementary education
Keywords: Early childhood education, Emergent bilinguals, English language learners, Multicultural education, Oral language acquisition, Structured English immersion
Publication Number: 1469754
ISBN: 978-1-109-41057-0
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