6-1 chapter 6: code switching and language loss ©2012 california department of education, child...
TRANSCRIPT
6-1
Chapter 6: Code Switching and Language Loss
©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)
©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)
6-2
Training Outcomes
Describe and provide examples of code-switching
Identify the consequences of language loss Provide examples of best practices for
intentional use of language
©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)
6-3
©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)
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Definition of Code Switching
The use of two or more languages in the same stream of talk
or The ability to alternate between two language
systems in a conversation
©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)
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Examples of Code Switching from Preschoolers
“Die milch pouren.” “Pour the milk.” English/ German
“I put the fork en la mesa.”
“I put the fork on the table.”
English/ Spanish
“I don’t want to eat my pollo.”
“I don’t want to eat my chicken.”
English/ Spanish
6-6Connections to “Principles and Practices”
Principle 7:
Code switching is a normal part of language development for many bilingual children.
©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)
©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)
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Principle 7 Practices
Turn to page 59 of the PEL Resource Guide.
Read each practice. Draw a star next to what
you already knew. Make a checkmark next
to items that are new. Draw a question mark
next to items about which you have questions.
©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)
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Should Teachers Code Switch?
Using side-by side translation is highly discouraged as it often results in children “tuning out” when the language they do not understand is being used.
Carefully planned and intentional use of code switching may be a way to support learning for some children.
When possible, it is preferable to have one adult be the model for English, and another adult be the model for a home language other than English.
©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)
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Language Loss
I spoke only Spanish until I started school. I can’t remember exactly when it happened, but eventually I lost most of it. I can communicate with my parents, I understand what they are saying, but I often have trouble finding the right words to answer them…PEL Resource Guide, Second Edition, p. 61
©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)
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Video Viewing : Developing the Young Bilingual Learner
Video clip here
©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)
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Quiz on Code Switching and Language Loss
Take a few minutes to complete Handout 6A: Code Switching and Language Loss True/False Quiz
All the answers can be found in chapter 6 of the PEL Resource Guide.
You will check your own answers when we go through the quiz together.
©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)
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Key Points
Code switching is a normal part of language development for many bilingual children.
Language loss is a common occurrence for children learning a second language, and this loss can have negative implications for the child’s connection with the family and community.
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Key Points
Preschool teachers should use language intentionally.
Children need opportunities to acquire English as a second language while continuing to develop the home language.
©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)