Language Development, Language Diversity, and Immigrant Education Chapter 5 Presented by Kristen...
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Transcript of Language Development, Language Diversity, and Immigrant Education Chapter 5 Presented by Kristen...
Language Development,
Language Diversity, and Immigrant
EducationChapter 5
Presented by Kristen Poland
The Development of Language
SWBAT understand how language develops and how to support emergent literacy
+6,000 languages in the worldbased on cultural needs and values
“I read once that the ancient Egyptians had fifty words for sand & the Eskimos had a hundred words for snow.”
-Brian Andreas
Coordinating Sounds
MeaningsWords
Sequences of Words
Volume Tone
Inflection Turn Taking Rules
Age Range
Milestone Encouraging Development
Between 2 and 3
• Identifies body parts• “Me”• Pairs nouns and verbs• 450 word expressive
vocabulary• Likes to here the same
story repeated
Between 3 and 4
• Can tell a story• Sentence length (4-5
words)• 1,000 word expressive
vocabulary• Knows several nursery
rhymes
Between 4 and 5
• 1,500 word • Identify colors and shapes• Ask many questions like
“why” and “how”
Between 5 and 6
• 2,6000 word expressive vocabulary.
• Defines objects by their use.
• Uses all types of sentences (5-6 words in length).
• Help child listen and follow instructions.
• Repeat words.
• Describe what you are doing, planning, and thinking.
• Show child understanding.
• Expand what the child says.
• Talk about how objects are the same/different.
• Help a child to tell stories using books and pictures.
• Encourage play with other children.
• Give child reasonable opportunities for decision making.
• Let child tell and make up stories.
• Talk about child’s interests.• Help child sort objects.
• Praise children when they talk about feelings, thoughts hopes, and dreams.
• Carry on conversations/ Talk to them as you would an adult.
• Read books to them every day.
Exposure to Grammar
Pragmatic: Using language in social situations
Word order: Syntax
As they develop there is a stage of Overregularization (applying rules to everything)
>>> Metalinguistic Awareness
All heavily influenced by Cultural Norms
Emergent Literacy
Writing letters
Spelling/ Forming words
Words forming sentences
Spacing
Direction
Punctuation
What is a milk?
Where do I go to find these things?
Who is the list for?
Insi
de-o
ut
Pro
cess
Codes + Oral Language
Outs
ide-i
n
Pro
cess
Necessary for school readiness regardless
of language(s). ¿¿¿Questions???
Diversity in Language Development
SWBAT discuss what happens when children develop two languages.
Dual Language Developmentadditive bilingualismsubtractive bilingualism
Benefits• increased cognitive abilities
more advanced metalinguistic understanding of how language works
higher reading comprehension • +++ assets in the working world• travel and cultural possibilities
Student can become fully and equally bilingual if:
a) begin early in life (<5)
b) occurs across a wide range of contexts
c) is systematic, consistant, and sustained in the home and community
Contextualized (2- 3 years)Academic Language (5-10 years)
Language Loss
There is a huge loss in language and culture because of stigmas and discrimination attached to a student’s heritage language.
San Diego and Miami study of 8th and 9th grade 1st and 2nd generation children of immigrants… 16% retained their ability to speak their heritage
language well 72% said they preferred to speak English
Of the Native American languages, 1/3 still exist, and 9 out of 10 of thosearen’t spoken by the children
Goal should be balanced bilingualism
Home language connects them to extended family & important cultural traditions
English connects them to academic, social, and economic opportunities.
What is lost?
Learning a 2nd Language
Theory: Adult learning can be beneficial as they have mastered one language and know many study skills.
Critical Period or learning a language
There is no critical period but
certainly for accuratelanguage
pronunciation
Sensitive Period for learning a language
14 month window
burro: donkeyPuerto Rico
Rolling your R’s as a non-native Spanish speaker
Signed Languages Myths:
All deaf and hard of hearing speak the same language Signed language is simply a mimed version of the spoken
language It is easy to learn. Children of Deaf Parents (CODA)s are at a disadvantage cuasing
the child to be delayed or confused because the signed language will get in the way of their spoken language development
Interesting information: There are just as many dialects in Sign Language as in any
spoken language. Signing has been proven to better infant temperaments before
the use of the spoken language can convey they needs and desires.
All deaf people can understand you by simply reading your lips. ¿¿¿Questions???
¡¡¡Break Time!!!
Dialect Differences in the Classroom
SWBAT address whether dialect differences affect learning and discuss what teachers can do.
ex. Dialects of American English: Southern, Bostonian, Cajun and African American Vernacular.
- Are they uses of the English language?
- With that said, is it possible to have different dialects among non-spoken languages (ex. ASL)?
“Regional variation of language characterized by distinct grammar, vocabulary and pronunciation.
Implications for the Classroom???
Dialect continued…
Speaking of those native non-English speakers
Code Switching :
-What is it?
- Is it a sign of higher master or a language or lower?
Genderlects
- What is it? Think gender stereotypes in reference to language.
As long as, they have good models, clear
instruction, and opportunities for
authentic practice.
¿¿¿Questions???
Immigrants
Voluntary
Involuntary
Refugees
Cultural Deficit Model: “culturally disadvantaged” or “culturally handicapped”
Caused problems > Rejected
SWBAT discuss whether English immersion or bilingual instruction is better for English learners.
Teaching Immigrant Students and English Language Learners
The expectation is to assimilate -> Melting
PotBut for many, the
GOAL is multiculturalism
Keeping in mind that 1% of instructors are prepared to teach ESL (English as a Second Language)
Population growth of Immigrants & Projections
2030: 40% or pre-K-12th will speak limited-English
2050: Latinos will comprise ¼ of the US population
Implications for the Classroom
Balanced bilinguals Monolingual/literate students Monolingual/preliterate
students Limited bilingualC
on
vers
ati
on
al
an
d A
cad
em
ic
lang
uage
Phonology
Morphology
Syntax
Pragmatics
Semantics
Listening Speaking Reading Writing
Language Arts
Mathematics
Social Studies
Science
Other Content Areas
Language needed for success in an English-only
school
¿¿¿Questions???
SWBAT explain who are the Generation 1.5 students and describe their learning characteristics
Adolescents stuck somewhere between the first generation of immigrants in their family (their parents) and the younger siblings that will be American-born.
DACA Law
DREAM Law
“Ear-Learners” “Eye-Learners”
English-only Immersion
Native Language Maintenance
Deep understanding of your 1rst language metacognitive strategies are transferred to the 2nd.
Mix students learning a 2nd language with native speakers
> become fluent in both languages
Materials are presented as early and as intense as possible in English.
Some state laws require this
Accountability tests are only given in EnglishRese
arc
h o
n B
ilin
gual
Ed
uca
tion
This can obviously be a stressful time for ELL students… what can teachers do to show support and increase self-esteem?
Special Challenges: ELLs with Disabilities and Special
Needs Discuss how teachers can recognize special learning needs and talents when they do not speak their student’s language
When questioning the possibility of a learning disability:
Are they progressing slower than usual?
What is the students educational and family background?
When did they come to the United States?
¿¿¿Questions???
Keep a portfolio of their work!