A descriptive study of the development and implementation of a curriculum for Japanese young children learning English as a foreign language: The integration of developmentally appropriate practice for young children and current practices in teaching English as a Second Language.

摘要

This dissertation documents the development and implementation of a curriculum specific to the needs of young children learning English as a second or foreign language (ESL/EFL). The study initially discovered and discussed the inappropriateness of current materials advertised for young children. The materials were found to not follow Developmentally Appropriate Practice (DAP) from the National Association for the Education of Young Children. In response, the teacher/researcher studied current theories and methods in English language teaching (ELT) and early childhood education (ECE). Through the use of a grid, points of convergence were indicated. These points served to substantiate and provide the key elements of the curriculum developed for young, ESL/EFL children.;Using curriculum design approaches from DAP (Bredekamp & Rosegrant, 1992), English language teaching (Richards & Rodgers, 1986), and the researcher's own experience, four phases of the study were pursued. During the Theoretical Phase, the theories and assumptions from ELT and ECE upon which the curriculum would be based were determined. During the Planning Phase, content and objectives were established. During the Implementation Phase, the specific classroom procedures that would lead to the learning of English were developed. This Phase was conducted in a kindergarten classroom in Japan. The class met during Summer 1995 for six weeks. From this Phase over 100 hands-on, experiential, age-appropriate activities were written and utilized, The activities included: receptive and expressive English, auditory, and preliteracy skills.;The fourth and final phase of the study was the Spiral Review Phase. This Phase analyzed the results of the implemented curriculum. The analysis was determined from a number of qualitative measures: teacher/researcher journals, formal language assessment, informal language samples, and play observations. From this Phase, the researcher reviewed the students' progress in English and in other areas of development. Certain changes were called for but overall the curriculum was found to meet the needs and interests of these young children who were second language learners of English. This study offers an initial investigation into a previous gap in the literature--the need for developmentally appropriate methods and practices for young children learning English as a second language.