Towards an Optimal Bilingual Language Instructional Model in Preschool Years - BLIMP

Towards an Optimal Bilingual Language Instructional Model in Preschool Years - BLIMP Towards an Optimal Bilingual Language Instructional Model inPreschool Years (BLIMP) The growing number of bilingual children worldwide presents a challenge in education and intervention and requires re-evaluation of modules of instruction in the presence of two languages. Currently, instructional modules (mixed vs. block) have only been tested separately for different cognitive-linguistic skills within the same languages, or for the same skill across both languages, but not for multiple skills within and across both languages. The novelty of the proposed study lies in the investigation of the differential impact of two instructional modules -- block vs. mixed -- within and across the two languages of bilingual preschool children. Intervening and testing within the block module in two different language conditions (L1 first, followed by L2 vs. L2 first, followed by L1) will examine the transfer of cognitive-linguistic skills trained in one language to the other language across the four micro- and macro-communication skills. Bilingual narrative intervention will be used to target micro- and macro-communication skills at the word level (vocabulary and internal state terms), sentence level (complex sentences), and discourse level (narrative structure). Impact will be tested for immediate gains, learning curves, and retention, across the two languages. The potential contribution to the current body of research lies in the novel comparison between the different modules and conditions, for different skills and will contribute to our understanding of the mechanisms that enhance learning in dual language settings. This will provide evidence for the optimal module for learning the different micro- and macro-communications skills in the two languages of bilingual preschool children.