Date of Award
5-2014
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Nicole Wilcox
Department/School
Montessori Early Childhood
Abstract
Abstract
Montessori preschool children who are English Language Learners (ELL) age three to five, consisting of one female and six males. It was conducted in two different preschool classrooms, focusing on literacy skills as well as oral communication skills. The direct aim of the study was to help children successfully learn English as their second language while keeping their native language. Researchers also investigated whether parental involvement increased the ability of ELLs to learn the English language. Data collection procedures utilized were: (1) parent interviews, (2) observation and anecdotal records, (3) pretest, and (4) post-test. A take-home literacy kit was used to measure the effectiveness of parental involvement. Researchers also provided a take-home literacy kit for parents to work on with their child at home. Parents were given a total of four literacy kits, one new kit each week. Result of this research indicated an improvement in parent and child interaction. The take-home literacy kit fostered communication between parent and child because words were translated in their home language. Over the course of four weeks, children showed great interest in literacy and progress in their communication skills.
Recommended Citation
Torres, Ann Marie T. and Tran, Tu Cam. (2014). The Impact of Parent Involvement on Preschool English Language Learners' Ability to Learn the English Language. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/56