Bilingual Classroom: A Literature Review

Based on the information previously presented about early sequential bilingual education, there are some strategies and materials that foster second language acquisition in the early years and will be depicted below. These strategies include songs, flash cards, videos, games, and stories which serve as a tool to engage students, boost their motivation, creativity and curiosity, and well as to practice the vocabulary previously learned.

To begin with, some authors explain the importance of implementing songs in the bilingual classroom. According to Murphey (1992), songs are tools that help teachers foster and improve their students' knowledge, this is due to a phenomenon called “The song stuck in my head”, this is a phenomenon that is compounded

Therefore, teachers should equip children with the best strategies to foster in them effective listening skills. This author states as well that songs are a tool where children can be directly in contact with the language in a fun way. By singing songs, children can easily internalize structures, patterns, and specific language items that are presented in them. Similarly, Murphey (1992) as same as Sharpe advocates that songs enable students to internalize the new vocabulary since these provide excitement to the lessons and are enjoyable for children to learn. This allows children to acquire new vocabulary easily and store it not only in their short term memory, but in their long one as well. Finally, using body language to present vocabulary enable children to internalize the new vocabulary presented through songs. Hansen (2006) asserts that teachers should stimulate children's comprehension by means of body language, movements, and facial expressions. This way, children can associate what the songs are conveying with movements in order to give

By using games, children imagination and creativity are enhanced as they get the opportunity to interact with the world that surrounds them and have they possibility to realize what the objects are really like, and how they feel. Additionally, Rixon (1997) claims that through playing games, children can review, and remember vocabulary in an enjoyable way. And same as Pound (2005), Rixon alleges that games are useful strategies that can strengthen children's motivation; yet teacher should take the time in finding and creating games that are suitable for their students to help them learn while playing. Similarly. Zheng (2008) states that games enable students to achieve their their learning goals since games provide them with relaxing and amusing learning environments that boost children’s motivation and confidence. The author describes that this is due to the fact that games allow students to achieve their learning goals in a relaxing environment and that they can enhance motivation and confidence in students. The author describes that this is due to the fact that a human’s inborn predisposition towards attentiveness is satisfied when