Language development and parent involvement:

Case study of Yumi aged 5 years 8 months

Seminar 2.1 Created by: Samantha West & Christy Roberts

Background Picture Source: (Moon, 2010)

Case study of Yumi

Yumi is 5 years & 8 months in age, and is in grade one.

Yumi has moved to Australia from Japan (where she has spent most of her life so far), her father speaks excellent English with an American accent, her mother speaks only basic English.

Yumi has an older sister who spent several years in US primary schools, and excels in science and language.

Yumi is fluent in Japanese, and has very basic English.

Yumi is shy and delicate, lacks motivation, and avoids socialising with her peers.

Yumi is falling behind academically, has difficulty writing, and performing independent work.

Yumi enjoys piano, creating short melodies in private, and has a fascination for a hen in science.

Introduction

Purpose of this presentation:

• To respond to Yumi’s case study and illustrate the pedagogical

process of promoting children’s development in learning a second

language.• ‘With a special emphasis on the

importance of parental involvement.’

• Please look to the notes section throughout the presentation for important references to Yumi’s

parents.

• Source: (Prettydaisies, 2009)

KEY QUESTIONS TO CONSIDER:

• What language/languages are spoken at home?

• Is there a balance of use between the first language and the added language in the home environment?

• Are both parents fluent in speaking both languages?

• Do both parents encourage the use of the second language in the home environment?

• Do both parents understand how to foster learning opportunities outside of school to promote language development?

Parental Involvement

Parents provide a balance between both

languages.

Parents foster their children’s confidence in bilingual language

use or code swithcing.

Parents provide children with strong links to their unique

cultural contexts.

Parents promote children’s capacity

for long term bilingualism.

Parents provide teachers with

valuable insight into their children’s

language development.

Intercultural Understanding

To support student’s learning of a second language teachers must:

• Be sensitive to inter-language, and have knowledge about the student’s home language

• Create a safe and inviting language-learning environment that facilitates risk taking in language learning

• Incorporate buddy systems and small group work that minimises the focus on students language errors

(O’Neill & Gish, 2008). Source: Discordia Limited, (2008).

Social inclusion

Source: (Red Deer Public Library, 2011)Source: (Red Deer Public Library, 2011)

Provide students with a language-learning

environment that does not ridicule or punish mistakes.

Incorporating activities that promote social interaction,

and encourage language through play based learning.

Be aware of how children from minority cultures are

perceived and treated in the classroom, and model positive perceptions of diverse cultures

(O’Neill & Gish, 2008)

Culturally & linguistically supportive environments

Teachers need to foster healthy relationships

with both languages and cultures so that students

can develop healthy self-concepts and sense

of identity (USQ, 2011). Source: (Shand, 2007)

Enhancing Writing Skills

Young children’s writing

development is strongly linked

to print and phonics.

Code-switching is an essential

stage in second language writing

development.

Children use a writing language

mosaic when learning a

second language.

Children’s writing skills are

made up of creative and

cognitive elements.

(Mor-Sommerfeld, 2002)

Promoting language development and independence

Various language- learning strategies and teaching aides are available to assist in promoting and assisting children’s language development.

• PECS symbols• Sight Words• Visual timetable• Labelling simple everyday objects• Scaffold learning and build upon prior knowledge• Simplifying vocabulary on set worksheets and tasks

Source: WordPress (2010).

Interests

Teachers should incorporate children’s individual interests in classroom learning

experiences to promote their student’s development of a second language

(O’Neill & Gish, 2009).

Source: (LearnMyShot, 2010)

Connecting with children’s unique

interests helps teacher’s to understand the language needs of their students (O’Neill

& Gish, 2009).

Interests are Important

• Meaningful communication promotes children’s learning of a second language.

Meaningful communication exchanges are fostered when children listen to, speak about, write about, and read about their own interests.

(O’Neill & Gish, 2009).

• Communicative learning is promoted when children use productive language to explore

and explain their interests and when they listen to the feedback and responses of others

(O’Neill & Gish, 2009).

Children’s unique

interests encourage meaningful

communication

Celebrate Interests

Ask Yumi to write a creative story with a piano theme.

If you were a piano where would you most like to be played? Beside an ocean Under an apple tree At a train station

• What would you see?• What would you smell?• How would you feel?• What sounds would you make?

Celebrate Yumi’s interest for piano.

Source: (Bussier, 2009)

Motivation

Teacher’s have great opportunity

to positively influence students

motivation for learning a second

language

Provide an inclusive and stimulating

learning context.

Give plenty of positive

reassurance and support

Model language and promote

students use of language learning

strategies.

Maintain students zone of

proximal development

• Teacher approach

• Curriculum styles

• Class contextImpact on student’s

motivation for learning a second

language (O’Neill & Gish, 2009).

(O’Neill & Gish, 2009)

Conclusion

We have presented many pedagogical practices and focuses which foster children’s acquisition of

a second language:Parental

involvement Intercultural understanding

Culturally and linguistically supportive environments

Social inclusion

Enhancing writing skills

Promoting language development and independence

Celebration of children’s interests

Fostering motivation

References:

• Bussier, A. (2009). A child is playing. [Picture]. Retrieved March 19, 2011, from http://www.flickr.com/photos/alice-antoine/4056380144/.

• Discordia Limited. (2008). Intercultural Understanding. [Picture]. Retrieved March 13, 2011, from www.abatia.co.cc/intercultural-behavior.html

• Janssen, C., & Pauwels, A. (1993). What can parents expect in the language development of an infant bilingual?. In Raisingchildren bilingually in Australia (pp. 17-21). Clayton, VIC: Language and Society Centre.

• Learn My Shot. (2010). Child & Chicken. [Picture]. Retrieved March 19, 2011, from http://www.flickr.com/photos/learnmyshot/4589449356/.

• Macaro, E. (2003). Theories grammar and methods. In Teaching and learning a second language : a review of recent research (pp. 21-47,60-61). New York: Continuum.

• Moon, N. (2010). The Wind from Japan. [Picture]. Retrieved February 25, 2011, fromhttp://www.flickr.com/photos/taraobannai/4934268623/.

• O’Neill, S., & Gish, A. (2008). Teaching English as a Second Language. Oxford University Press: Victoria, Australia. • Prettydaisies. (2009). Going to School. [Picture]. Retrieved February 25, 2011, from

http://www.flickr.com/photos/prettydaisies/3239923882/.• Red Deer Public Library. (2011). Kids Reading [Picture]. Retrieved March 11, 2011, from http://www.rdpl.org/kids/events• Shand, B. (2007). Japanese children at Kimono mackintosh. [Picture]. Retrieved March 11, 2011, from

http://www.flickr.com/photos/bobthelomond/440059900/. • The State of Queensland (Department of Education and Training). (2006). CPR-PR-009: Inclusive Education. Retrieved March

14, 2011, from http://education.qld.gov.au/strategic/eppr/curriculum/crppr009/ • WordPress. (2010). Independent Learning Ladder Advisor ]Picture]. Retrieved March 12, 2011, from

http://jtlam.wordpress.com/ • Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky: Volume 1. Problems of general psychology. R. W.

Rieber & A. S. Carton, Eds.; Minick, Trans. New York: Plenum.