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

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Codes + Oral Language

Outs

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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

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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

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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!