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"Michael Jackson Y Otros Cuentos": An Approach to Literacy Developmentfor Bilingual Children



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Creatore: Brisk, Maria Estela Visualizza persona
Titolo: "Michael Jackson Y Otros Cuentos": An Approach to Literacy Developmentfor Bilingual Children
Link to work: "Michael Jackson Y Otros Cuentos": An Approach to Literacy Developmentfor Bilingual Children Visualizza cluster
Estensione: 20 p.
Genere/Forma: Reports - Descriptive
Index term-Uncontrolled: Teacher Role
Student Motivation
Spanish Speaking
Program Descriptions
Primary Education
Oral Language
Microcomputers
Grade 1
English (Second Language)
Computer Oriented Programs
Class Activities
Soggetto non controllato: Teacher Role
Student Motivation
Spanish Speaking
Program Descriptions
Primary Education
Oral Language
Microcomputers
Grade 1
English (Second Language)
Computer Oriented Programs
Class Activities
Termine d'indicizzazione-Occupazione: Teacher Role
Student Motivation
Spanish Speaking
Program Descriptions
Primary Education
Oral Language
Microcomputers
Grade 1
English (Second Language)
Computer Oriented Programs
Class Activities
Sommario/riassunto: A program in which Spanish-speaking first grade children were encouraged to write stories about subjects of interest to them, using microcomputers and composing a personal storybook, has the advantages of using little-used computers, providing a link between oral and written language, encouraging creativity in students often perceived as learning disabled, and providing a product for students to be proud of. The example used is the creation of the little collection of children's writings called "Michael Jackson y Otros Cuentos" (I.E., Michael Jackson and other stories). The children were familiarized with the computers and a standard word processing program and were asked to compose a story about a favorite or interesting subject. The stories were printed out and copies given to each child for editing in class. The edited versions were then copied, made into books, and illustrated by the students. Two undergraduate student teachers provided enthusiasm, bilingual skills, lack of fear of computers, and creativity. Alternative computer-based class activities included question-and-answer communication between visitors and students, copying from storybooks, and playwriting. As the students progressed, their skill needs changed, and the teacher/facilitator role also changed. Results after three months included improved student self-concept as learners, more active participation in and initiation of learning, and improved attitudes toward writing. The children also began to read for meaning and ask questions about language, developing a sense of text and audience. (Mse)
Lingua: English.
Formato: Microfilm
Livello bibliografico Monografia
Lingua di pubblicazione: Inglese
Record Nr.: UCb227288117
Lo trovi qui: University of California Berkeley