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