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A proposed research project focusing on the role of parents in promoting their children's learning of English as a Second Language is outlined. Specifically, the research would investigate the extent to which parental support and interaction of various kinds will enhance the learning and acquisition of English in low-income Hispanic kindergarten students. Related research is first reviewed, and the methodology for the proposed study is described. Several elementary schools would be randomly selected for their populations of varied Spanish and English literacy and verbal proficiency and for the existence of bilingual kindergarten programs. Classrooms from the schools would be randomly selected and three control and three experimental classrooms would be determined, each with a representative sampling of students. English listening and speaking skills are to be pre-tested and post-tested, and parent interviews at the end of the school year are to be conducted to determine parental support of student language learning. The parent questionnaire, the student interview format, and biographical data on the authors are appended. (Contains 16 references.) (MSE)

Descriptors: Child Language, Elementary Education, Elementary School Students, English (Second Language), Kindergarten, Kindergarten Children, Limited English Speaking, Low Income Groups, Parent Influence, Parent Participation, Parents as Teachers, Research Methodology, Research Needs, Research Projects, Spanish Speaking, Time Factors (Learning)











Autor: Linsley, Ivy Englerth; Linsley, Jerald

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11104&id=ED358740







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