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Language Learning in Three Early Childhood Programs in Austria, Germany and the United States Graduate Theses, Dissertations, and Problem Reports 2010 Language learning in three early childhood programs in Austria, Germany and the United States Sandra Schoder West Virginia University Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Schoder, Sandra, "Language learning in three early childhood programs in Austria, Germany and the United States" (2010). Graduate Theses, Dissertations, and Problem Reports. 2958. https://researchrepository.wvu.edu/etd/2958 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Language Learning in Three Early Childhood Programs in Austria, Germany and the United States Sandra Schoder Dissertation submitted to the College of Human Resources and Education at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Education in Curriculum and Instruction Joy Faini Saab, Ed.D., Chair Patricia Obenauf, Ed.D. Ardeth Deay, Ph.D. Deborah Janson, Ph.D. Cynthia Chalupa, Ph.D. Department of Curriculum & Instruction/Literacy Studies Morgantown, West Virginia 2010 Keywords: Language Learning, Early Childhood, Curriculum and Instruction Copyright 2010 Sandra Schoder ABSTRACT Language Learning in Three Early Childhood Programs in Austria, Germany and the United States Sandra Schoder In 2002 the European Union declared multilingualism and life-long language learning to be two goals that it will pursue for its citizens. As a result, member states have introduced language learning at the elementary school level, and have shown an ever increasing interest in implementing second language programs designed specifically for children under the age of seven. This is a welcome change for European educators who are already working in early childhood language programs or who plan to establish new programs and have been looking for support for their endeavors. Yet despite recent progress, scholarly research into this arena remains limited. This dissertation attempts to address the lack of scholarship in this field by presenting the findings of a case study I conducted in three early childhood language programs in Austria, Germany, and the United States. I used aspects of grounded theory in the analysis of the data that was obtained through observation, interviews with participating educators, and questionnaires presented to teachers and parents. Through this qualitative inquiry, I analyzed several aspects of language learning while seeking a holistic description of their application. The aspects studied included multilingualism, curriculum, approach, instructional strategies, and the role of teachers and students. The study‘s results showed both commonalities and differences in the programs‘ features, allowing for an understanding of the characteristics and complexity of early childhood language learning to emerge in relation to the approaches and methodologies imbedded in the programs. I found that the child, with his or her language competence, age, and personality, is at the center of early childhood language learning. Each child makes choices concerning the form that his or her verbal and non-verbal language participation will take while considering the situation and person involved in the application. Both teachers and children guide, facilitate, and interact throughout the applied curriculum, strategies, and program environment. These facets define each child‘s path on the language-difficulty continuum. The paths overlap, creating a tapestry in which the children attempt to become verbal members of the target language environment. iii Dedication This dissertation is dedicated to my family Niklas, Marc, Susann, Thomas, Gisela, and Karl, and to the memory of my father Siegfried. I hereby thank them deeply for their love, patience, and support throughout the years. iv Acknowledgment Warm thanks go to the children and educators for allowing me to be part of their experiences and for their support of this study. I will be forever grateful to my committee members Dr. Deborah Janson, Dr. Cynthia Chalupa, Dr. Pat Obenauf, Dr. Ardeth Deay, and Dr. Joy Faini-Saab, who supported this study and helped me to succeed in my doctoral studies. A heartfelt thank you goes to my family and friends: Warren and Avah, Miriam and Jarod, Lisa, Barbara, Bettina, Andrea and their families. I would like to express my deepest gratitude to my husband Karl E. Schoder, who offered his support and love throughout this journey. v Table of Contents ABSTRACT .......................................................................................................................................... ii Dedication............................................................................................................................................. iii Acknowledgment ................................................................................................................................. iv Table of Contents .................................................................................................................................. v List of Figures ....................................................................................................................................... x List of Tables ....................................................................................................................................... xii Terminology ....................................................................................................................................... xiii Chapter 1: Introduction ....................................................................................................................... 1 Overview of the Issues ....................................................................................................................... 1 European Perspective and Guidance .............................................................................................. 2 German and Austrian Perspective .................................................................................................. 6 The United States Perspective ...................................................................................................... 10 Problem Statement ........................................................................................................................... 15 Purpose of Study .............................................................................................................................. 16 Research Questions .......................................................................................................................... 16 Significance of the Study.................................................................................................................. 17 Limitations of the Study ................................................................................................................... 17 Chapter 2: Literature Review ........................................................................................................... 18 Austrian Education System and Elementary Language Learning .................................................... 18 Early Childhood Education Prior to School Entry and Language Learning................................. 19 German Education System and Elementary Language Learning ..................................................... 23 Early Childhood Education Prior to School Entry ....................................................................... 25 Example: Bavaria ......................................................................................................................... 27 Local Application Sample ............................................................................................................ 29 The United States System ................................................................................................................. 30 Language Learning Program Models ........................................................................................... 32 The Princeton Regional Schools, New Jersey .............................................................................. 33 Fairfax County Schools, Virginia ................................................................................................. 35 Early and Early Childhood Language Learning ............................................................................... 35 Second Language Development ................................................................................................... 36 vi Benefits of Early Language Learning ........................................................................................... 39 Early Childhood Language Learning In Preschool .....................................................................
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