Billak, Bonnie. “Second Language Acquisition at the Early Childhood Level: a 5-Year Longitudinal Case Study of Pre-Kindergarten Through First-Grade Students.” Tesol Journal. 4.4 (2013): 674-696. Print.
Kuo, Li-Jen, Gloria Ramirez, Marin S. de, Tae-Jin Kim, and Melike Unal-Gezer. “Bilingualism and Morphological Awareness: a Study with Children from General Education and Spanish-English Dual Language Programs.” Educational Psychology. 37.2 (2016): 94-111. Print.
Peçenek, Dilek. “A Longitudinal Study of Two Boys’ Experiences of Acquiring Italian As a Second Language: the Influence of Age.” International Journal of Bilingualism. 15.3 (2011): 268-290. Print.
Sawyer, Brook E, Patricia H. Manz, and Kristin A. Martin. “Supporting Preschool Dual Language Learners: Parents’ and Teachers’ Beliefs About Language Development and Collaboration.” Early Child Development and Care. (2016): 1-20. Print.
My first source by BIllak called “Second Language Acquisition at the Early Childhood Level: a 5-Year Longitudinal Case Study of Pre-Kindergarten through First-Grade Students” strongly supports my first argument that teaching Spanish to students early in their education helps with their brain development. Since it follows students through the years in question it provides first hand statistical and categorical evidence for the argument about the benefits of Spanish education.
My second source by Kou called “Bilingualism and Morphological Awareness: a Study with Children from General Education and Spanish-English Dual Language Programs” supports the argument that teaching Spanish to students early in their education helps with their brain development. It delves deeper into the science of brain development and how learning two languages can improve it.
My third source by Peçenek called “A Longitudinal Study of Two Boys’ Experiences of Acquiring Italian As a Second Language: the Influence of Age” supports my argument that it is easier to learn a second language at a young age and understanding multiple languages will benefit the children socially. Since the study explores language learning process of two brothers at different ages learning a second language, it shows how the learning process differs between ages. It also shows how the younger and older brothers’ social interactions differed between themselves and natives due to their age of learning their second language.
My fourth source by Sawyer called “Supporting Preschool Dual Language Learners: Parents’ and Teachers’ Beliefs about Language Development and Collaboration” works well with all of my other sources. In this source it goes into the perceptions by educators and parents of kids who are in the dual language program of what learning a language at an early age actually does. This source has a lot of statistics and direct quotations from interviews that I could use throughout my paper in most of my arguments.
Overall, my sources interact well with each other because they all support ideas that are in my thesis but focus on different aspects. The source by Sawyer can draws more on people’s emotions when I use the quotes from the parents and teachers, whereas most of my other sources rely on logic with facts and observations from studies. They build well onto each other, each bringing new information to my paper as a whole.