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An Examination of the Factors Leadin...

Bhutta, Shawn.

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An Examination of the Factors Leading to Early Bilingualism.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Examination of the Factors Leading to Early Bilingualism./
作者:	Bhutta, Shawn.
面頁冊數:	133 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3583087
ISBN:	9781321086164

An Examination of the Factors Leading to Early Bilingualism.
Bhutta, Shawn.

An Examination of the Factors Leading to Early Bilingualism. - 133 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ph.D.)--TUI University, 2014.

This item must not be sold to any third party vendors.

This non-experimental quantitative study examined the possible factors leading to the acquisition of the English language by the Emirati national children via their home language and enrollment in a bilingual school. The independent variables considered were a) English speaking in the home prior to enrolling in school, and b) the amount of English a child spoke with parents and/or a nanny at home. The covariates considered were c) instructional time in each language, d) pre-test as determined by an admission test, and e) teachers' years of experience. The dependent variable considered was bilingual status as such determined by post assessments in writing, reading, speaking and listening. Through the examination of these variables, this study addressed the factors of bilingualism proposed in two research questions whether the speaking of English at home prior to enrolling school by a child had a significant statistical impact on the students' attaining bilingual status as determined by the student test scores and whether the amount of English spoken at home had a significant statistical impact on the students' bilingual status as determined by the students' test scores. A sample of 149 Emirati students' parents completed a home language survey combined with a survey of ten teachers who provided information regarding their years of experience, instructional time in English and in Arabic each day.

ISBN: 9781321086164Subjects--Topical Terms:

2122778
Bilingual education.

An Examination of the Factors Leading to Early Bilingualism.
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100 1 $a Bhutta, Shawn. $3 3173109
245 1 3 $a An Examination of the Factors Leading to Early Bilingualism.
300 $a 133 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Wenling Li.
502 $a Thesis (Ph.D.)--TUI University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This non-experimental quantitative study examined the possible factors leading to the acquisition of the English language by the Emirati national children via their home language and enrollment in a bilingual school. The independent variables considered were a) English speaking in the home prior to enrolling in school, and b) the amount of English a child spoke with parents and/or a nanny at home. The covariates considered were c) instructional time in each language, d) pre-test as determined by an admission test, and e) teachers' years of experience. The dependent variable considered was bilingual status as such determined by post assessments in writing, reading, speaking and listening. Through the examination of these variables, this study addressed the factors of bilingualism proposed in two research questions whether the speaking of English at home prior to enrolling school by a child had a significant statistical impact on the students' attaining bilingual status as determined by the student test scores and whether the amount of English spoken at home had a significant statistical impact on the students' bilingual status as determined by the students' test scores. A sample of 149 Emirati students' parents completed a home language survey combined with a survey of ten teachers who provided information regarding their years of experience, instructional time in English and in Arabic each day.
520 $a ANCOVA statistical tests, independent t-tests and multiple regressions were used to examine the variables listed in the study to provide the researcher with answers to the research questions.
520 $a The research study revealed that the pre-test scores and child speaking English prior to entering school had significant association with post-test scores. However, instructional time in English had no significant association with the post test scores. When instructional time in English and its relationship was examined it was discovered to be not significant. When the mean test scores of children speaking English was examined with non-English speaking children, it was discovered that mean post-test scores of English speaking children prior to enrolling in school was significantly higher.
520 $a When the amount of English spoken at home by a nanny, the amount of English spoken by the parents, the teacher's year of experience and pre test scores were examined, it was discovered that the amount of English spoken at home by a nanny, the amount of English spoken by the parents, the teacher's year of experience and pre test scores had a significant association with post test scores and had positive association with the post test scores. But instructional time in English and Arabic had no significant association with the post test scores. It was also discovered that instruction time in English and pre-test scores had a non-significant relationship with post test scores.
520 $a Overall, the research indicated that there was a positive and significant relationship between these variables and post-test scores. By addressing research question 1, the study revealed that there was a significant statistical difference in students' post- test scores depending on whether a child spoke English in the home prior to enrolling in school.
520 $a By addressing research question 2, it was revealed that there was a significant statistical difference in students' post-test scores when examining the amount of English spoken in the home.
520 $a The information presented in this study showed contributing factors that influence early bilingualism in the UAE. This study will help future educators and parents identify factors that are important for creating an environment that makes it easier for their children to become bilingual and successful in their early school years. This study may help future administrators when they are hiring new teachers, as the study suggested that it is beneficial to hire teachers with at least three years of experience. If they are unable to hire teachers with three or more years of experience then they must provide professional development to all their new teachers who do not have such experience, so they can better serve their student body. This study provides useful information for all parents that their involvement plays a significant role in their children's acquisition of English by speaking English in the home and enrolling their children in bilingual schools. Most studies strongly support the involvement of parents in the education of their children (Epstein, 2005).
590 $a School code: 0622.
650 4 $a Bilingual education. $3 2122778
650 4 $a Early childhood education. $3 518817
650 4 $a Middle Eastern studies. $3 3168421
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710 2 $a TUI University. $b Educational Leadership. $3 3168631
773 0 $t Dissertation Abstracts International $g 75-09A(E).
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791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3583087