TABLE OF CONTENTS

PRESENTATION

1.STATEMENT OF THE PROBLEM

1.1. Research Questions

1.2. Objectives

1.2.1. General objective

1.2.2. Specific objectives

2. THEORETICAL FRAMEWORK

2.1. Conceptual Framework

2.1.1. Early childhood

2.1.2. Language acquisition theories

2.1.2.1. First ianguage acquisition (U)

2.1.2.2. Second language acquisition (L2)

2.1.3. Early childhood education for bilingualism

2.1.4. Early sequential bilingual education during early childhood

2.1.5. Strategies that foster early sequential bilingualism during the early years

2.2. Literature Review

3. METHODOLOGY

3.1. Type of Research

3.2. Type of Study

3.3. Context

3.4. Setting

3.5. Participants

3.5.1. Children

3.5.2. Early childhood in-ser vice teaching staff

3.5.2.1. Early childhood in-service teachers

3.5.2.2. Early childhood in-service teaching assistants

3.5.3. Bilingual pre-service educators

3.5.4. Parents

3.6. Researchers' Roles

3.7. Data Collection (Methods/lnstruments)

3.7.1. Interviews

3.7.2. Surveys

3.7.3. Observations

3.8. Data Analysis

3.9. Ethical Considerations and Others

4. FINDINGS AND DISCUSSION

4.1. An Early Sequential Bilingual Model during the Early Years: Didactics and Methodology

4.1.1. Bilingual educators' strategies conditioned children's responses

4.1.1.1. Flashcards

4.1.1.2. Games

4.1.1.3. Songs

4.1.1.4. Videos

4.1.2. Bilingual educators' use of storytelling and story reading as strategies to foster early sequential bilingualism

4.1.2.1. Eliciting and prompting

4.1.2.1.1. Eliciting advantages

4.1.2.1.2. Eliciting drawbacks

4.1.2.2. Nonverbal communication

4.1.2.2.1. Nonverbal communication advantages

4.1.2.2.2. Lack of nonverbal communication

4.1.2.3. Prosodic features

4.1.3. The translingual early childhood classroom

5. CONCLUSIONS

6. IMPLICATIONS

6.1. Pedagogical Implications

6.2. Research Implications

7. LIMITATIONS OF THE STUDY

References

Appendix A1

Appendix A2

Appendix A3

Appendix B1

Appendix B2

Appendix C

Appendix D

Appendix E

Filtros

An early Sequential Bilingual Methodology for Three to Fiveyearold Children From Public Early Childhood Development Centers