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Effective Strategies for Bilingual Effective Strategies for Bilingual and and

English Language LearnersEnglish Language Learners

Early Childhood Summer EventEarly Childhood Summer EventSponsored by Region 10 ESCSponsored by Region 10 ESC

June 24 and 25, 2015June 24 and 25, 2015

Rossana Ramírez Boyd, Ph. DRossana Ramírez Boyd, Ph. D..Bilingual/ESL Teacher Certification ProgramsBilingual/ESL Teacher Certification Programs

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Session Objectives

Participants will be able to:

1. Synthesize the process of first and second language acquisition.

2. Articulate linguistic, academic, cultural , and socio- cognitive considerations when educating bilingual and English learners to age five.

3. Practice effective strategies to promote the development of language and content.

The process of first and second language acquisition

First language acquisition Second language acquisition

An instinct, triggered by birth Babbling (8 to 12 months)

A personal choice, requires motivation

Very rapid One or more words (12 to 36 months)

Varies

CompletePhrases and some complete sentences (36 months to 5 years old)

Competence can be achieved

Natural (no instruction) Natural or guided Formal instruction is required

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Babbling

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One or more words

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Phrases, complete sentences

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What affects second language acquisition?

Dr. Stephen Krashen’s hypotheses

• (Comprehensible Input Hypothesis) La hipótesis de la retroalimentación

• (Affective Filter) El filtro afectivo

• (Natural Order) El orden natural

• (Motivation) La motivación

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Activity 1Brainstorm actions/activities that can be implemented to assist children in developing their second language based on each of the following:

•Comprehensible =_________________________________

•(Affective Filter)=___________________________________

•(Natural Order) = ___________________________________

•(Motivation) = ______________________________________

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BICS and CALPDr. Jim Cummins

Cognitive Academic Language Proficiency (CALP)

Basic Interpersonal Communication Skills (BICS)

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Common Underlying Proficiency (CUP) Model of Bilingualism

• Jim Cummins believes that while learning one language, a child acquires a set of skills and knowledge that can be drawn upon when learning in another language.

• This Common Underlying Proficiency (CUP) provides the basis for the development of the first language (L1) and the second language (L2).

Other researchThe relationship between first and second language acquisition suggests that access to bilingual programming can assist dual language learners (DLLs) in their language and literacy development (August & Shanahan, 2006).

For example, research with Spanish-speakingbilingual children has shown that first language skills and growth in Spanish contribute to the development of reading skills in English (Hammer, Lawrence, & Miccio, 2007; Rinaldi & Páez, 2008).

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Activity 2Work in your group to come up with an answer to this question. Choose one group representative to report to the group as a whole after.

In your opinion, what should an effective early childhood program look like for bilingual children?

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Anatomy of a High Quality Early Childhood Program for Bilingual and English Language Learners

• Has qualified instructional staff.• Bilingual and non-bilingual staff are

knowledgeable about how bilingual children develop and learn.

• Uses a curriculum that supports the development of content, first, and/or second language acquisition.

• Uses bilingual materials and books.

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Anatomy……

• Uses an instructional approach that promotes bilingualism and biliteracy (Ex. One way or two way dual language).

• Uses culturally responsive practices.• Practices ongoing assessment.• Engages the families.

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Linguistic considerations when educating young bilingual and English learners

• Will have different characteristics and language proficiency levels in English and in their native language.

• May have difficulties communicating, following directions, expressing ideas and feelings, and responding to questions consistently because of the lack of English language proficiency.

• Need to help them develop academic English. For example, explicit instruction of the academic language related to basic mathematics concepts and skills.

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Cross-linguistic Transfer

There is a positive transfer between L1 and L2 in several areas:

• phonemic awareness;

• decoding through phonics and word recognition strategies; and

• the use of cognates and general comprehension strategies.

Academic• The use of children’s first language in instruction

leads to higher social, cognitive, and academic achievement levels for bilingual learners (García, Kleifgen, & Falchi, 2008).

• The goals of the language of instruction approach used.

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Primary-languageContent-areaKnowledge

Content AreaInstruction

(Introduced in L1 & reinforced in L2)

English LanguageDevelopment

Continuation ofPrimary-language

Instruction forLiteracy

Transfer

Transfer

Transfer

Transfer

Primary-languageOral Proficiency

and Literacy Skills

Content-areaKnowledge

English Language

Proficiency& Literacy

Primary-languageLiteracy

Instructional Process for Biliteracy Development

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National Data on Most Effective Programs

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10

20

30

40

50

60

70

0 1 2 3 4 5 6 7 8 9 10 11

Two-Way DL

One-Way DL

Early Exit BE +Content ESLEarly Exit BE +Trad ESLESL throughacademic contentESL Pullout

= average Reading score of native English speakers

(Thomas & Collier, 2002)

(Standardized Reading Scores)

Socio-cultural• May be the child’s first time in a different socio-

cultural environment than their family’s.

• Will bring different family and community experiences to the classroom.

• Children’s participation in the classroom will promote socio-cultural development.

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Emotional

• May feel withdrawn

• Insecure

• Under stress

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Activity 3In your experience, what linguistic, academic, socio-cultural, and emotional characteristics have you observed in bilingual and ELL children at your school?

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Effective strategies to promote the development of language and content

• Provide focused small‐group activities.

• Peer-assisted interventions.

• Explicit instruction of vocabulary instruction and phonological awareness.

• Repeated exposure to specific words opportunities for children to use these words multiple times.

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Effective Strategies• Using read-alouds and direct teaching of core

vocabulary, using the primary language.

• Using pictures of vocabulary words to illustrate word meanings (Roberts and Neal 2004).

• Using hand puppets.

• Using game-like activities to illustrate concepts and actions.

• Engaging children physically (Pasnak, 2006).

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Effective strategies

• Offering multimedia--‐enhanced instruction in the form of videos for vocabulary instruction with non-fiction texts (Silverman and Hines 2009).

• Using materials with familiar content to promote comprehension and facilitate learning new concepts. and skills (Kenner 1999).

• Singing songs

• Story telling

• Role plays

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Strategies to Promote Biliteracy

• Display the Alphabet in both languages,

• Classroom labels in both languages (includes shelves, supplies, etc.),

• Student’s work displayed in both languages,

• Use of bilingual pairs and bilingual groups for instruction,

• Integrate listening, speaking, reading and writing activities.

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Strategies for Reading Instruction

• Combine whole classroom work, individual tasks, partner activities, small group discussions, individual learning,

• Write and read about experiences of home, family and community,

• Plan instruction around themes to maximize opportunities for students to acquire language and concepts.

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Benefits of Biliteracy and Bilingualism

• Provides students access to academic content,

• Allows students to have meaningful social interactions with their peers and adults,

• Provides access to the students’ prior knowledge and experiences and connects their prior knowledge to current lessons,

• Promotes first and second language development.

Activity 4In pairs, choose one of the activities mentioned before to role play it to the group as a whole as if you were teaching to pre-school bilingual children. This can be in English or in another language.

Ex. A song, telling a story, a game for vocabulary development, physical activity, phonemic awareness, etc.

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0.010.020.030.040.050.060.070.080.090.0

1980-1990 1990-2000 2000-2007 2000-2040

Anglo Black Hispanic Other

Percent of Population Growth and Projected Population Growth by Race/Ethnicity, Texas

Source: U.S. Census Counts, and Texas State Data Center 2008 Population Projections, 0.5 Scenario30

0%

10%

20%

30%

40%

50%

60%

70%

2000

2002

2004

2006

2008

2010

2012

2014

2016

2018

2020

2022

2024

2026

2028

2030

2032

2034

2036

2038

2040

AngloBlackHispanicOther

Source: Texas State Data Center 2008 Population Projections , 2000-2007 Migration Scenario 31

Projected Racial and Ethnic Percent, Texas, 2000-2040

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Session Objectives

Participants will be able to:

1. Synthesize the process of first and second language acquisition.

2. Articulate linguistic and cultural considerations when educating bilingual and English learners to age five.

3. Practice effective strategies to promote the development of language and content.

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For additional information contact:

Dr. Rossana Boyd

Tel. 940-391-4800

Rossana.boyd@unt.edu

Bilingual and English as a Second Language Education