The Effects of Bilingual Instruction and Play on Preschoolers’ English Proficiency

• In Event: Young English Language Learners

Abstract

This study seeks to demonstrate the benefits of bilingual instruction, story drama, and play with preschool children. The investigation took place in a state-funded public universal prekindergarten program implementing Tools of the Mind (Tools), a Vygotskian play based curriculum. Teachers read-aloud fairy tales twice a week. Children in three classrooms were exposed to one of three read-aloud conditions: English-only, bilingual, no play, or bilingual and play. The results indicated that the classroom that provided bilingual instruction and play had significantly higher English proficiency and story recall scores than either of the other two classrooms. Providing opportunities to play and reenact fairy tales seemed to have positive effects on English proficiency and story recall for low-income preschool children.

Authors

• Lynn E. Cohen, Long Island University - C.W. Post Campus

• Louisa Kramer-Vida, Long Island University