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Social Dialects and Language Learning: Implications for TESOL
Troike, Rudolph C. – Florida F L Rep, 1969
The teacher should respect the language the child bringsto school and realize that all languages have social and regional dialects. Bidialectal and bilingual education should begin at the ages of two and three. Appears in "The Florida FL Reporter special anthology issue "Linguistic-Cultural Differences and American Education. (AMM)
Descriptors: Bilingualism, English (Second Language), Regional Dialects, Social Dialects
TESOL and Joos's Five Clocks
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Troike, Rudolph C. – TESOL Quarterly, 1971
Paper prepared with the support of the Defense Language Institute English Language School, Lackland Air Force Base, Texas under contract F41609-70-C0033, and delivered in 1970 to staff members of the DLIELS. (DS)
Descriptors: Audiolingual Methods, Bilingualism, English (Second Language), Grammar
Social Dialects and Language Learning: Implications for TESOL.
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Troike, Rudolph C. – TESOL Quarterly, 1968
Discussed briefly by the author are some of the "most immediately relevant" implications for TESOL which arise from research studies in dialectology. One phenomenon, which until recently has received little attention, is that of "receptive bi-dialectalism" or "bilingualism." One of the earliest observations of this…
Descriptors: Bilingualism, Child Language, Dialect Studies, English (Second Language)
Synthesis of Research on Bilingual Education.
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Troike, Rudolph C. – Educational Leadership, 1981
This review focuses on the areas of research that have the greatest relevance for bilingual programs: sociolinguistics and bilingualism, second language learning, sociocultural factors, and effectiveness of bilingual education. (Author/MLF)
Descriptors: Bilingual Education, Bilingualism, Cultural Influences, Elementary Secondary Education