Early Language Learning for All: Examination of a Prekindergarten French Program in an Inclusion Setting
Michele Regalla (PhD, University of Pittsburgh) is Assistant Professor of ESOL in the College of Education and Human Performance, University of Central Florida, Orlando.
Hilal Peker (MA, University of Texas at Austin) is a Doctoral Candidate and Graduate Teaching Assistant in the ESOL PhD program in the College of Education and Human Performance, University of Central Florida, Orlando.
Abstract
This preliminary study examined a prekindergarten multimodal French program conducted for students in an inclusion charter school. Due to the age and varied ability levels of the students, media such as video and songs combined with kinesthetic activities served as the primary instructional approach. Data on children's ability to understand and use simple language were obtained from videorecordings as well as from vocabulary recognition and recall measures. Additional data from teacher questionnaires showed that students of all abilities developed basic communication skills in French and demonstrated enjoyment of the French program.
Number of times cited: 3
- Hilal Peker, Michele Regalla and Thomas D. Cox, Teaching and learning vocabulary in context: Examining engagement in three prekindergarten French classrooms, Foreign Language Annals, 51, 2, (472-483), (2018).
- Michele Regalla and Hilal Peker, Prompting All Students to Learn: Examining Dynamic Assessment of Special Needs and Typical Students in a Prekindergarten Inclusive French Program, Foreign Language Annals, 50, 2, (323-338), (2017).
- Richard L. Sparks, Language Deficits in Poor L2 Comprehenders: The Simple View, Foreign Language Annals, 48, 4, (635-658), (2015).
