Home lingual environment effect on development : of child's language in multilingual daycare
Mouna, Travis (2009)
Mouna, Travis
Pirkanmaan ammattikorkeakoulu
2009
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-200905182879
https://urn.fi/URN:NBN:fi:amk-200905182879
Tiivistelmä
The purpose of this thesis was to evaluate how the home lingual environments affect the development of a new language with children. The background research explored different concepts and perspectives of governmental bodies involved in early education. Then it focused on the Finnish perspective of early education and care in Tampere and concepts used in education with children. In this thesis children were compared from different home lingual environments and their development in a new language was evaluated by using the professional staff at the daycare as observers.
The comparison of the children’s development in a new language was conducted by observing the children during their homework time with the teacher. The data was collected by secondary observers in the form of the teachers themselves. The teachers’ observations were recorded on copies of a jointly developed form. This data was then plotted into graphs for clearer visual evaluation of trends. These trends were then evaluated in an effort to see how much of the trends could be attributed to the home lingual environment of the child. The observational data collection period was from the 28th of November 2008 to the 24th of March 2009.
It is unfeasible to draw a conclusion at this time. Data trends showed that a child from a multilingual home environment improved at an exceptional rate, while the monolingual child developed at a constant, but more flat rate. Repeating this study would be recommended modified by increasing data collection duration and number of participants. It would also be required to maintain an even number of multilingual and monolingual boys and girls, maintain the relative numbers between the multilingual and monolingual children, broaden the number of locations and revise the data sheet.
The comparison of the children’s development in a new language was conducted by observing the children during their homework time with the teacher. The data was collected by secondary observers in the form of the teachers themselves. The teachers’ observations were recorded on copies of a jointly developed form. This data was then plotted into graphs for clearer visual evaluation of trends. These trends were then evaluated in an effort to see how much of the trends could be attributed to the home lingual environment of the child. The observational data collection period was from the 28th of November 2008 to the 24th of March 2009.
It is unfeasible to draw a conclusion at this time. Data trends showed that a child from a multilingual home environment improved at an exceptional rate, while the monolingual child developed at a constant, but more flat rate. Repeating this study would be recommended modified by increasing data collection duration and number of participants. It would also be required to maintain an even number of multilingual and monolingual boys and girls, maintain the relative numbers between the multilingual and monolingual children, broaden the number of locations and revise the data sheet.