Dominican University of California
 

Oral Presentations - Guzman 302

Location

Guzman 302

Start Date

4-23-2015 7:40 PM

End Date

4-23-2015 7:55 PM

Department

Education

Student Type

Graduate

Faculty Mentor

Madalienne F. Peters, EdD

Presentation Format

Oral Presentation

Abstract/Description

There is an increase American-born Chinese children who study in a bilingual school. These children were born in the USA so they need to learn English. The parents of these children often speak only Chinese at home for the convenience of communication. Therefore, the parents hope their children learn not only English but also Chinese in the school. When young children learn a new language, it benefits them later in their education (Cao, 2013). The research also indicates that "long term English language learners have lower levels of literacy and tend to drop out more frequently compared to native English speakers" (Diaz-Zamora, 2014, p,).

Many students only speak Chinese at home so they have difficult time in learning English when they are in the school. English and Chinese are different language systems.Teachers need to learn skills and strategies for students who have difficulty in reading English. The research found that children should start learning second language early for three main reasons: children’s talent for language study, the need of global communication, and the educational achievement (Chen, 2014, p, ).

The research literature reviewed indicates that many teachers who work in bilingual schools do not know how to help their students, or they do not use effective strategies for helping their students reading English. The purpose of this thesis is to help teachers understand their students’ difficulty in reading English as a second language. In addition, the purpose of this study is to identify effective strategies for teachers who teach in bilingual schools.

References:

Cao, Y. (2013). Mandarin Chinese Immersion Program for Preschool Children in an Urban Private School in California: A Case Study. Retrieved from:

http://scholar.dominican.edu/masters-theses/87

Chen, S. (2014). Early Bilingual Education: An Examination of Purposely Selected Teacher Viewpoints: South East China and San Francisco Area. Retrieved from:

http://scholar.dominican.edu/masters-theses/136

Diaz-Zamora, J. (2014). Long Term English Language Learners: Failure is Not an Option. Retrieved from:

http://scholar.dominican.edu/masters-theses/31

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Apr 23rd, 7:40 PM Apr 23rd, 7:55 PM

Effective Teaching Practices for American-born Chinese K1 Students Who Struggle in Reading English

Guzman 302

There is an increase American-born Chinese children who study in a bilingual school. These children were born in the USA so they need to learn English. The parents of these children often speak only Chinese at home for the convenience of communication. Therefore, the parents hope their children learn not only English but also Chinese in the school. When young children learn a new language, it benefits them later in their education (Cao, 2013). The research also indicates that "long term English language learners have lower levels of literacy and tend to drop out more frequently compared to native English speakers" (Diaz-Zamora, 2014, p,).

Many students only speak Chinese at home so they have difficult time in learning English when they are in the school. English and Chinese are different language systems.Teachers need to learn skills and strategies for students who have difficulty in reading English. The research found that children should start learning second language early for three main reasons: children’s talent for language study, the need of global communication, and the educational achievement (Chen, 2014, p, ).

The research literature reviewed indicates that many teachers who work in bilingual schools do not know how to help their students, or they do not use effective strategies for helping their students reading English. The purpose of this thesis is to help teachers understand their students’ difficulty in reading English as a second language. In addition, the purpose of this study is to identify effective strategies for teachers who teach in bilingual schools.

References:

Cao, Y. (2013). Mandarin Chinese Immersion Program for Preschool Children in an Urban Private School in California: A Case Study. Retrieved from:

http://scholar.dominican.edu/masters-theses/87

Chen, S. (2014). Early Bilingual Education: An Examination of Purposely Selected Teacher Viewpoints: South East China and San Francisco Area. Retrieved from:

http://scholar.dominican.edu/masters-theses/136

Diaz-Zamora, J. (2014). Long Term English Language Learners: Failure is Not an Option. Retrieved from:

http://scholar.dominican.edu/masters-theses/31