Collaborators Office of Early Learning NC DPI ESL Staff Johnston County Schools FPG Child Development Institute

Expert Presenters Cristina Gillanders and Dina Castro

About terms we use Why is it important to promote oral

language in dual language learners? How do children become bilingual? Developmental sequence of second

language acquisition Strategies for promoting oral language

development in young dual language learners

Limited English proficient? Second language learner? English language learner? Bilingual? Dual language learner?

Relation between children’s language development and reading success

Dual language learners performing below non-Hispanics white in reading by fourth and eight grade.

This suggests that DLLs’ early performance in oral language development, both in English and their home language, have important consequences for their later reading achievement

First-language skills transfer and support the learning of a second language.

The extent of cross-linguistic relationships among bilingual children from different language groups depends on the relation between languages and their writing systems.

It helps establish a strong cultural identity, to develop and sustain ties with immediate and extended families.

Knowing more than one language has personal, social, cognitive, and economic advantages.

Types of bilingualism

- Simultaneous and sequential

Degrees of bilingualism

- Balanced – Partial – Receptive bilinguals

DEVELOPMENTAL SEQUENCE IN DEVELOPMENTAL SEQUENCE IN SECOND LANGUAGE ACQUISITIONSECOND LANGUAGE ACQUISITION

Stage Examples of Child’s Behavior

I. Use of Home Language Uses home language with English-speaking peers and teachers.

II. Nonverbal / Observational Period

Remains silent when interacting with teacher and peers. Uses non-verbal gestures to request help.

III. Telegraphic Speech Uses one to three words in English to describe situation.

IV. Formulaic Speech Uses expressions such as “I don’t know,” “lookit” or “fall down.”

V. Productive SpeechCombines vocabulary and phrases already known into new sentences. Can maintain a conversation with an adult or child taking three to four turns.

Tabors, P. O. (1997) One child, two languages: A guide for preschool educators of children learning English as a second language. Baltimore: Paul Brookes

Teachers need to maximize children’s comprehension of instruction and content.

Promote opportunities to learn new words and phrases.

Instruction needs to accommodate to children’s stage of second language acquisition.

Stage Strategies

Home Language

Children use home language with English speaking peers and teachers.

Often they will appear oblivious to the new language because the language spoken by adults and other children is inaccessible or incomprehensible to them.

o Learn phrases in children’s home language.

o Talk about the here and now, and keep a consistent classroom routine.

o Think aloud what you are doing.

o Incorporate assistant or volunteer who speaks child’s home language.

o Use visual and physical aids.

o Do not require children to generate English spontaneously or individually.

Stage Strategies

Non-verbal / Observational

Children remain silent when interacting with teacher and peers. They use non verbal gestures to request help.

Children will become quiet, and will observe and listen intensively as the new language is used in different activities.

o Encourage children to “Echo” or repeat what they hear.

o Model instructions with gestures and by showing children what they are being asked to do.

o Expand children’s limited communication by building on what they say.

o Give children words or phrases that can help them communicate important messages.

o Show the end result of projects children will be asked to do.

Stage Strategies

Telegraphic

Use one to three words in English to describe situation.

oRepeat phrases several times. Associate familiar language patterns with particular routines or lesson segments.

oModel targeted chunks of language using puppets. Puppetry is an effective strategy to reach shy children, and to encourage dual language learners to use their new language in a non-threatening environment.

Stage Strategies

Formulaic

Children use memorized phrases (e.g., I don’t know, let’s go), and combine them into new sentences. They may appear more proficient than what they are.

o Expand on the vocabulary the child already knows.

o Use inquiry to promote questions and conversations among children.

o Request clarification to extend children’s use of known phrases.

o Promote feedback to encourage, interpret, and evaluate. Add a little more as you go (Additive).

o Negotiate meaning with concrete cues.

Stage Strategies

Productive

Children begin creating original sentences.

They may combine grammatical structures from home language with new vocabulary in English.

o Use communicative opportunities to expand children’s talking skills.

o Talk about stories. Use conversation as a way to promote oral language.

o Use bilingual songs and poetry using physical movement as a way to promote vocabulary development, and comprehension.

Have you been in a place where most people talked in a language that you did not understand?

What did you do to communicate?a) I made gesturesb) I spoke louderc) I spoke slower in my languaged) I made a picture

Did someone help you understand or communicate?

What did this person do to help you?A) Show you how to do somethingB) Speak slowerC) Repeat wordsD) Show you picturesE) Use a few words in your language

Strategic use of the home language Use the home language in the

environment, Encourage children attempts to respond

even if they respond in their home language

Use of the home language for purposes other than solely discipline

Learn phrases in children’s home language Obtain books in the home language

Use manipulatives, gestures, facial expressions and pictures

Repeat words and phrases Encourage other children who are at

more advance stages of SLA to act as interpreters

Demonstrate consistency in the organization of classroom activities

Reading aloud is one of the key activities to promote oral language and literacy development in young children.

Vocabulary development is crucial for reading comprehension.

Since dual language learners are learning two languages they often have smaller vocabularies than monolingual children, although they eventually catch up given the appropriate language environment.

Requires a combination of direct teaching and learning words in everyday routines

Children can learn new words in read alouds when they are actively engaged

Maximize opportunities to understand the text

Provide multiple opportunities to learn a new word

Those of you who are teachers and teach young DLLs, what have you observed in the DLLs’ behavior when you are reading aloud a storybook ?a) Children are distractedb) Children are silentc) Children show disruptive behaviord) Children are actively engaged

How can I ensure that the DLLs can understand the reading aloud session?

What new words or phrases do I want the children to learn?

How will I ensure that the children can actively participate in the reading aloud session?

Use home language Use manipulatives Read the story several times during the

week Incorporate culturally relevant and

familiar thematic units Provide a child –friendly definition of

new words

Choose a limited set of core words and a phrase that are essential for understanding the story

Choose words that are frequently used in books

In small groups make explicit efforts to teach words

Stage of English Acquisition

Ways in which children can participate

Home language Show a picture of the word in English, ask the child to say the word in the home language

Non verbal Ask the child to point to a picture of the word

Telegraphic/Formulaic

Ask children to repeat phrases of the text

 

Productive Ask children open ended questions

1. Ask questions to expand the children’s understanding

2. Ask children to repeat the word aloud3. Provide an explanation of the word4. Provide examples of the word in different

contexts5. Provide opportunities for the children to

demonstrate their understanding of the word6. Ask the children to repeat the word aloud

(Beck et al.,2002)

REMEMBER…REMEMBER… Young dual language learners must learn not

only new language skills but also new social skills and cultural values.

Draw on the linguistic, cultural and personal experiences of the children when planning classroom activities.

Partner with families. Be sensitive to individual differences. Bilingualism is not a liability!! On the

contrary, it benefits children’s development and can give them better opportunities for the future.

The content of this presentation is part of the

Nuestros Niños Professional Development

Program at FPG Child Development Institute

ResourcesResources Center of Early Care and Education Research-DLL:

http://cecerdll.fpg.unc.edu/

Nuestros Niños: http://nnrp.fpg.unc.edu/

New Voices ~ Nuevas Voces: http://www.fpg.unc.edu/~nv/index.cfm

FirstSchool: http://www.firstschool.us/

Storybook Reading for Young Dual Language Learners: www.naeyc.org/files/yc/file/201101/GillandersOnline_0111.pdf

WIDA English Language Proficiency Standards: http://wida.wceruw.org/index.aspx WIDA – “Can Do” Descriptors booklet for PreK-

K: http://www.wida.us/standards/CAN_DOs/Booklet_PreK-K.pdf WIDA – “Can Do” Descriptors booklet for Grade

1-2: http://wida.wceruw.org/standards/CAN_DOs/Booklet1-2.pdf

Next StepsNext Steps Questions?

Today’s presentation will be posted “Resources for Early Childhood DLLs” is posted on

the OEL web site: www.ncprek.nc.gov/InfoforEducators/videoresources.asp

Content for future webinars: “Out the Door” poll

For additional questions about this webinar contact: Annemarie.dekortyoung@ncpublicschools.gov

Fax: 919-855-6840