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Author Perozzi, Joseph A. ♦ Lourdes, Maria ♦ Sanchez, Chavez
Source CiteSeerX
Content type Text
File Format PDF
Language English
Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Interdependence Hypothesis ♦ Native Language Intervention ♦ Bilingual Child ♦ Bilingual First Grade Child ♦ Language Intervention ♦ Language Delay ♦ English Preposition ♦ Bilingual Child With-out Handicap ♦ Spanish Prior ♦ Receptive Acquisition ♦ Native Language ♦ Key Word
Description This investigation compared the rate of receptive acquisition of English prepositions and pronouns for two groups of bilingual first grade children with language delays. Group A received instruction in Spanish prior to instruction in English, and Group B received instruction in English only. The results indicated that the subjects in Group A acquired the English prepositions and pronouns twice as rapidly as the subjects in Group B. These results support the interdependence hypothesis and the practice of language intervention in a child's native language (L1). KEY WORDS: interdependence hypothesis, language thresh-old, native language intervention, L1, L2 The practice of first instructing bilingual children with-out handicaps in their native language (L1) is now well established as a result of Cummins's (1979, 1981) re-search, which indicates that instruction in L1 will facili-
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study
Learning Resource Type Article
Publisher Date 1992-01-01
Publisher Institution Language, Speech, and Hearing Services in Schools