bilingualism session 3. agenda language difference bilingualism and culture code switching paths to...
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What is Academic English Dialect Language other than English AccentTRANSCRIPT
Bilingualism Session 3
Agenda Language difference Bilingualism and cultureCode switching Paths to bilingualism Strategies to enhance
bilingualismBilingualism assignment
What is Academic English Dialect Language other than English Accent
Group discussionShare with other group members how rules in non English language are different from English
Do you write exactly the same way as you speak?
Do you have certain sounds that English doesn’t have?
Does English has some sounds that your language doesn’t have?
How is the order of words in the sentence?
Does verb change with gender or other conditions related to nouns?
Language differences Subject- verb agreement Gender and verb relationPlural and singular verbsSpecific connotations Subject and verb arrangement Tense and verb relationCultural significance of language
I was speaking Spanish until I started kindergarten. I don’t know what happened but slowly I lost it. I stopped communicating with my parents in Spanish. Now I understand what they say but can not express myself in Spanish.
When I go to Mexico my family laughs at me as I can’t speak proper Spanish. I can’t talk to my grandparents who know only Spanish.
I have lost connection to my family. I feel like an outsider. I am neither here nor there…………
Bilingualism goes beyond language
What does it mean?
Special considerations for multilingual programs
We MUST support each and every child’s home language,
And we must help them learn English
Without sacrificing any of the important learning that happens in ECE!
Says Who?NAEYCTESOL (Teachers of English to Speakers of
Other Languages)CEC-DEC (Exceptional children)OHS (office of head start)NABE (National Association for
Bilingual Education)
State guidance such as TX, CA, MA
GDHave you worked with bilingual
children?What are their characteristics/
behaviors when it comes to language development?
How does it feel? (Speak in other language)
What should teachers know?The process of first language
development Language experiences and
practices of English learners During the preschool years,
children are in process of developing their languages
How to incorporate cultural differences into language use within their daily routine
The process of first language development, sounds, words, sentences
Language experiences and practices of English learners
( some communities parents are actively involved in talking to their children, reading to them. Some communities adults don’t talk children directly. Children learn language by picking the overheard phrases. Some communities teach their children social rules of communication, adult speech early on.
Children who were asked very obvious answer questions did not answer all the time)
During the preschool years, children are in a process of developing their languages
They communicate effectively their needs to others around them
They articulate most of the sounds in their language
They follow the grammatical pattern around them
Large vocabulary Use language creatively
Difference between monolingual and DLLDifferent developmental
pathways: Different levels of exposure to languages
Opportunities to code switch (language mix)
Greater demands on memory: Two sets of grammar rules, two sets of sounds and two sets of vocabulary
Development within two (or more) cultures
Advantages of bilingualism Communication: wider communication
networks, literacy in two languages, metalinguistic awareness
Cultural: broader enculturation, deeper multiculturalism, two language words , greater tolerance, less racism
Cognitive: thinking, memory, brain plasticity
Character: raised self-esteem, security in identity
Curriculum: ease in learning third language
Financial: greater employment opportunities
Paths to bilingualism Simultaneous bilingualismSuccessive bilingualismReceptive bilingualism
Simultaneous bilingualismProcess of learning two languages
within the same span of time, starting before age 3
Children develop in both languagesEqually balanced knowledge is rare
and hard to achieveWhat happens in the brain?How many of you learned two languages this
way? Have you seen children doing this? What
happens?
Video clipTitle 3
What you should not assume about bilingual children?
Successive bilingualismProcess of learning a second
language after having reached at least basic mastery in the first language
By age 3, most children have acquired most aspects of oral language
How many of you learned second language this way?
What are the possible obstacles to this?
Stages in learning a second language Home language stageObservational/ listening stageTelegraphic/ formulaic speech
stageFluid language use stage
Home language stageWhen child is in a place where
language other than the home language is spoken, she may still use her home language to communicate
Slowly, she will use it only with those people who use the same language
Observational and listening stage
The child may chose to be quiet and connect language
The child will observe and listen.
More of a receptive stage than expressive
Think about going to a new place
Telegraphic/ formulaic speech stage
Child uses a few content or function words
Can you think about some words that we use often in the school?
Video clipTitle 4What are the stages of
successive bilingualism?
Fluid language useDemonstrates understanding of
rules of the English languageUses new language more
creativelySocial and academic English
Receptive bilingualism Process of learning a second
language but don’t have enough opportunities to speak
More receptive language than the expressive
Take two minutes Talk to your partner in the
language that they don’t know ( one minute)
Reverse roles
If you don’t know second language, use gibberish but with meaning.
Don’t use any gestures
Same groups Now tell the same story (2
minutes)
This time speak slowly. Pause for understanding. Use gestures, non – verbal communication. You may use one/ two keywords in English
Get feedback from your partner
Group sharing How is this experience connected to children?
First language:
Second language:
Midterm Next week, we start at 6:30
Bilingualism is not for midterm.
Felt story assignment Due on April 6th. No make ups.
We will also start Effective group times that day
Bilingual assignment Go over the documents posted
on Angel for this assignmentI will discuss it after the spring
break
Strategies to support second language acquisition
Honor the home languageCreate a climate of belongingProvide scaffoldsFocus on children’s interestsEncourage peer support
Honor the home language Encourage parents to use home
language at homeConnection to their culture and
the worldUse a few phrases from their
languageLabels in various languages at
least for the main areas
Consistency between home and schoolMany time teachers tell parents
to use school vocabulary and practices at home but forget to bring into the classroom the rich practices, tools that already exist at home.
( The reading teacher)
Video clip For all these video clips write all
the strategies that are used to facilitate
Bilingual case study
Create a climate of belonging
When the home language is respected then the child feels important
Children need to feel secured , valued to practice new language
Providing areas where they can take a break from learning a new language
http://www.languagecastle.com/2011/09/tips-translating-materials-multilingual-preschool/
Video clip
Provide scaffolds Mix non verbal communication , gestures
with language Use music and movement Expanding
Pumpkin example in the videoWhat if the teacher talks about Halloween
but is holding onto the pumpkin? http://www.languagecastle.com/2014/10/f
ast-5-gamechangers-build-language-quality-dlls/
Video clip Note down the strategies
Focus on children’s interestTalking to themObserving themShowing them objects and asking
them questions Open ended questions
Video clip
Encourage peer supportCreating buddies Pairing same language kids but
with varying English abilities Pairing English speaking with non
– English speaking child
Video clip
Code switching Can be defined as the use of two
or more languages in the same stream of talk.
It’s an ability to alternate between two language systems in a conversation.
Code switching Code switching is a natural process for
bilingual children Children switch the languages but also
change the rules accordinglyAvoid side by side translation (why?)
Read bilingual books that illustrate code switching
Some more strategies Choose key wordsAdapt all areas Supplies and stuffThemes over timeLinks to real lifeEngage, emote, express
More materials to readhttp://eclkc.ohs.acf.hhs.gov/hslc/t
ta-system/cultural-linguistic/fcp/docs/important-to-know.pdf
Bilingual assignment Sample materials