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The introduction of Spanish vocabulary to pre-schoolers using dual-language versus single-language songs

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Identifier	Thesis 1880
Author	Thomas, Julie W.
Title	The introduction of Spanish vocabulary to pre-schoolers using dual-language versus single-language songs
Publisher	Central Connecticut State University
Date	2006
Resource Type	Master's Thesis
Notes	This study was undertaken to determine if there was a significant difference in Spanish vocabulary acquisition in pre-schoolers when the vocabulary was introduced in a song using only the target language and representative pictures or motions versus using a song containing both the target language and the native language. Nineteen pre-schoolers were used as subjects of the study. One group was made up of ten children while the other had 9 children. After a few days of observation and a pre-test to determine previous knowledge of the vocabulary to be introduced, the introduction of the vocabulary through song began. On each of the two days per week of the study, the children were first addressed as a whole group. At this time they performed motions thought to help integrate the two hemispheres of the brain and sang one song as a group. They were then split into their smaller groups in which they sang two other songs. One group used a version of the song that included both target and native language verses; the other a target-language-only version which was accompanied by pictures or hand motions. At the end of the first portion of the study, a post-test, identical to the pre-test, was performed. At the next meeting, after another pre-test based on a second set of words, three more songs were introduced; one for the group to sing together, and two to be sung in the smaller groups. This time the groups reversed the method that they used to make sure that the results were based on the method used and not the ability of one particular group. Again, at the end of the second portion of the study, a post-test identical to the second pre-test was administered. In both test periods, pre- and post-test scores were analyzed using an Analysis of Co-Variance (ANCOVA). According to the results, there was not a significant difference in vocabulary acquisition using a target-language versus a dual-language approach. Despite the limited vocabulary acquisition by the subjects, the results of the study were very positive. The children enjoyed the movements and the songs, and became aware of the fact that boys and girls in other places use different words to label objects or express ideas. Most were very motivated and many were enthusiastic about continuing to learn Spanish outside of the study. The children were anxious to play a Spanish computer game that was donated by the researcher after the study, and a number of parents asked for suggestions regarding materials that they could get to support their child's new interest in Spanish. Simply exposing these children to Spanish at such an early age has increased their awareness of the language, which, as the research suggests, will help them in future studies.
Subject	Children's songs, Spanish Spanish language -- Study and teaching (Preschool) Music in education
Department	Department of Modern Languages
Advisor	Caliendo, Gloria Marie
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734047
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