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İki dilli ve tek dilli 5 yaş grubu çocukların Türkçelerinde ortak ve değişik paylaşimli sözcüklerin erişimi
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In: 8. Uluslararası Türk Dili Kurultayı ; https://hal.archives-ouvertes.fr/hal-02367328 ; 8. Uluslararası Türk Dili Kurultayı, Türk Dil Kurumu, May 2017, Ankara, Turkey (2017)
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Cognate and non-cognate lexical access in Turkish-French bilingual 5 year-old children
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In: 11th International Symposium on Bilingualism ; https://hal.archives-ouvertes.fr/hal-02366433 ; 11th International Symposium on Bilingualism, University of Limerick, Jun 2017, Limerick, Ireland (2017)
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Emergent bilingualism of Turkish-French bilingual children in France
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In: The Future of Multilingualism in the German Education System: Russian and Turkish in Focus ; https://hal.archives-ouvertes.fr/hal-02366171 ; Cemal Yıldız; Nathalie Topaj; Reyhan Thomas; Insa Gülzow. The Future of Multilingualism in the German Education System: Russian and Turkish in Focus, Peter Lang, pp.99-127, 2017, 978-3-631-72122-3 (2017)
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Greek teachers’ views on linguistic and cultural diversity ...
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日本における継承語と第２言語習得との関連性 ; Heritage Language and L2 Learning Connections: Views from within Japan
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Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2017)
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Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses
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In: Reading and Writing , 30 (4) pp. 771-790. (2017) (2017)
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El programa bilingüe de la Comunidad de Madrid : un estudio en la etapa de Educación Primaria
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Abstract:
La Comunidad de Madrid, consciente de que la educación en el respeto hacia la diversidad cultural y lingüística de sus ciudadanos desempeña un papel principal en el abordaje de los retos socioeconómicos, demográficos, medioambientales y tecnológicos a los que se enfrentará España en los años venideros, viene realizando desde el año 2002 un programa de reformas de carácter estructural y de diseño curricular que, acorde a las directrices marcadas por la Unión Europea, la acerquen al objetivo propuesto en el Consejo Europeo de Lisboa del año 2000: "la economía basada en el conocimiento más competitiva y dinámica del mundo, capaz de crecer económicamente de manera sostenible con más y mejores empleos y con mayor cohesión sociaf"1, y la conviertan, como se acordó en el Consejo Europeo de Barcelona del año 2002, en un referente de calidad mundial en materia de educación y formación. Fruto de este ideario reformista, y con la finalidad de mejorar la calidad, la eficacia y la eficiencia de los sistemas educativos y de formación, fue la creación, en el año 2004, del Programa de Colegios Bilingües de la Comunidad de Madrid, destinado a fomentar el multiiingüismo, la multicuituralidad y el aprendizaje permanente en los centros educativos dependientes de su gestión. Transcurridos más de diez años desde su fundación, ha llegado el momento de revisar la situación de la educación en esta Comunidad, y emprender, en este sentido, estudios orientados a evaluar los resultados alcanzados. Atendiendo a esta finalidad, este novedoso estudio pretende analizar si la competencia lingüística conseguida por los alumnos que finalizan el primer ciclo de la etapa de Educación Primaria es equivalente, como dispone la Orden 5958/2010 por la que se regulan los colegios públicos bilingües de la Comunidad de Madrid, al nivel Al del Marco Común Europeo de Referencia para las Lenguas. Para desarrollar este cometido, hemos diseñado un estudio descriptivo, observacional y transversal, en ei que la metodología de investigación empleada ha sido de corte mixto, cualitativo y cuantitativo, empleando como instrumento de recogida de datos un cuestionario individual, impreso, multivariable y estructurado, constituido por cuestiones dicotómicas y nominal-politómicas y con respuestas cerradas. El cuestionario se ha elaborado en base a los contenidos que establece como objetivo la Comunidad de Madrid en la asignatura de Lengua Extranjera: Inglés, en el apartado "Lengua a la que los alumnos están expuestos", y en los subapartados "Gramática" y "Vocabulario-temas" para los alumnos que finalizan el segundo curso de la etapa de Educación Primaria. Los resultados del estudio muestran que, efectivamente, los alumnos que finalizan el primer ciclo de la etapa de Educación Primaria alcanzan, como dispone la Orden 5958/2010 de la Comunidad de Madrid, un nivel de competencia lingüística equivalente ai nivel Al del Marco Común Europeo de Referencia para las Lenguas. Como posibles líneas de investigación futuras, proponemos abordar temas relacionados con: las necesidades formativas y dotacionaies de los docentes; el papel que juegan los alumnos con necesidades educativas especiales en la enseñanza bilingüe; la influencia del entorno familiar en la selección del alumnado de los centros bilingües; las repercusiones de la enseñanza bilingüe sobre la competencia lingüística en castellano, y la influencia de la enseñanza bilingüe en la consecución de los objetivos de otras materias. 1 Conclusiones de la Presidencia, Lisboa, 23 y 24 de marzo de 2000 (SN 100/00, apartado 5, p. 2). ; It is now recognized that education in respect for the cultural and linguistic diversity of its citizens plays a major role in tackling the socio-economic, demographic, environmental and technological challenges that Spain will face in the years to come. The Community of Madrid, aware of this social perception, has been carrying out a program of structural reforms and curricular design since 2002, which, in accordance with the guidelines established by the European Union, bring it closer to the objective proposed by the European Council of Lisbon of the year 2000: "to become the most dynamic and competitive knowledge-based economy in the world by 2010 capable of sustainable economic growth with more and better jobs and greater social cohesion and respect for the environment"2, and to turn the Community of Madrid, as agreed at the Barcelona European Council in 2002, into a world-class benchmark in education and training. Owing to this reformist idea, and to improve the quality, efficiency and efficiency of education and training systems, in 2004 the Bilingual Schools Program of the Community of Madrid was created to promote multilingualism, muiticulturalism and lifelong learning in schools dependent on their management. Ten years after its founding, the time has come to review the situation of education in this Community, and undertake, in this sense, studies aimed to evaluate the results achieved. To this end, this novel study aims to analyze if the linguistic competence achieved by the students who finish the first cycle of the Primary Education is equivalent, as provided by Order 5958/2010, which regulates bilingual public schools of the Community of Madrid, at level A1 of the Common European Framework of Reference for Languages. To carry out this task, we have designed a descriptive, observational and transversal study, in which the research methodology used has been mixed, qualitative and quantitative, using as an instrument of data collection an individual, printed, multivariate and structured questionnaire, constituted by dichotomous and nominal-polyatomic questions and with closed answers. The questionnaire has been elaborated based on the contents that the Community of Madrid establishes like target in the Foreign Language Subject: English, in the section "Language children are exposed to", and in the subsections "Grammar" and "Vocabulary-themes", for the students who finish the second course of the Primary Education Stage. The resuits of the study show that, indeed, students who finish the first cycle of Primary Education reach, as provided by Order 5958/2010 of the Community of Madrid, a level of linguistic competence equivalent to level A1 of the Common European Framework of Reference for Languages. As possible future lines of research, we propose to address issues related to the training and educational needs of teachers; the role of students with special educational needs in bilingual education; the influence of the family environment on the selection of students from bilingual centers; the impact of bilingual education on Spanish language competence, and the influence of bilingual education on the achievement of the objectives of other subjects. 1 Presidency Conclusion, Lisbon European Council 23 and 24 March 2000, SN (2000) 100, p. 2
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Keyword:
Bilingual program; Bilingüismo -- Enseñanza primaria -- Madrid (Comunidad Autónoma); Community of Madrid; Comunidad de Madrid; Educación Primaria; Language children are exposed to; Lengua a la que los alumnos están expuestos; Performance achieved; Primary Education; Programa bilingüe; Rendimiento alcanzado
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URL: http://hdl.handle.net/10272/13874
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Global Accentedness in Children Enrolled in a Mandarin-English Bilingual Program
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Finding Diego: A Bilingual Student Integrates School, Language, and Identity
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In: Communication Disorders Faculty Publications (2017)
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Using Culturally Relevant Experiential Education to Enhance Urban Children’s Knowledge and Engagement in Science
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In: Child and Family Studies Publications and Other Works (2017)
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| 14 |
Intervención temprana en la tartamudez incluyendo tareas musicales
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The Experience of Language Use for Second Generation, Bilingual, Mexican American, 5th Grade Students
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Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment
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Effects of Environment on Depressive Symptoms on Chinese Left-Behind Children
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In: The Nebraska Educator: A Student-Led Journal (2017)
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Bilingualism and the American Family
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In: Senior Honors Projects (2017)
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| 19 |
The Use Of Code-Switching In Bilingual Children With Autism Spectrum Disorder
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In: Open Access Theses & Dissertations (2017)
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"Kreyòl Pale, Kreyòl Konprann": Haitian Identity and Creole Mother Tongue Learning in Maténwa, Haiti
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