Language development and parent involvement: Case study of Yumi aged 5 years 8 months

1. Language development and parent involvement: Case study of Yumi aged 5 years 8 months Seminar 2.1 Created by: Samantha West & Christy Roberts Background Picture Source: (Moon, 2010)

2. Yumi is 5 years & 8 months in age, and is in grade one. • Yumi has moved to Australia from Japan (where she has spent most of her life so far), her father speaks excellent English with an American accent, her mother speaks only basic English. • Yumi has an older sister who spent several years in US primary schools, and excels in science and language. • Yumi is fluent in Japanese, and has very basic English. • Yumi is shy and delicate, lacks motivation, and avoids socialising with her peers. • Yumi is falling behind academically, has difficulty writing, and performing independent work. • Yumi enjoys piano, creating short melodies in private, and has a fascination for a hen in science. Case study of Yumi

3. Purpose of this presentation: • To respond to Yumi’s case study and illustrate the pedagogical process of promoting children’s development in learning a second language. • ‘With a special emphasis on the importance of parental involvement.’ • Please look to the notes section throughout the presentation for important references to Yumi’s parents. • Source: (Prettydaisies, 2009) Introduction

4. What language/languages are spoken at home? • Is there a balance of use between the first language and the added language in the home environment? • Are both parents fluent in speaking both languages? • Do both parents encourage the use of the second language in the home environment? • Do both parents understand how to foster learning opportunities outside of school to promote language development? ? KEY QUESTIONS TO CONSIDER:

5. Parental Involvement

6. Intercultural Understanding • To support student’s learning of a second language teachers must: • Be sensitive to inter-language, and have knowledge about the student’s home language • Create a safe and inviting language-learning environment that facilitates risk taking in language learning • Incorporate buddy systems and small group work that minimises the focus on students language errors • (O’Neill & Gish, 2008). Source: Discordia Limited, (2008).

7. Provide students with a language-learning environment that does not ridicule or punish mistakes. • Incorporating activities that promote social interaction, and encourage language through play based learning. • Be aware of how children from minority cultures are perceived and treated in the classroom, and model positive perceptions of diverse cultures • (O’Neill & Gish, 2008) Source: (Red Deer Public Library, 2011) Source: (Red Deer Public Library, 2011) Social inclusion

8. Teachers need to foster healthy relationships with both languages and cultures so that students can develop healthy self-concepts and sense of identity(USQ, 2011). Source: (Shand, 2007) Culturally & linguistically supportive environments

9. Enhancing Writing Skills (Mor-Sommerfeld, 2002)

10. Promoting language development and independence Various language- learning strategies and teaching aides are available to assist in promoting and assisting children’s language development. PECS symbols Sight Words Visual timetable Labelling simple everyday objects Scaffold learning and build upon prior knowledge Simplifying vocabulary on set worksheets and tasks Source: WordPress (2010).

11. Connecting with children’s unique interests helps teacher’s to understand the language needs of their students (O’Neill & Gish, 2009). Teachers should incorporate children’s individual interests in classroom learning experiences to promote their student’s development of a second language (O’Neill & Gish, 2009). Source: (LearnMyShot, 2010) Interests

12. Interests are Important

13. Celebrate Yumi’s interest for piano. Source: (Bussier, 2009) Ask Yumi to write a creative story with a piano theme. If you were a piano where would you most like to be played? • Beside an ocean • Under an apple tree • At a train station • What would you see? • What would you smell? • How would you feel? • What sounds would you make? Celebrate Interests

14. Teacher approach • Curriculum styles • Class context Impact on student’s motivation for learning a second language (O’Neill & Gish, 2009). Motivation (O’Neill & Gish, 2009)

15. We have presented many pedagogical practices and focuses which foster children’s acquisition of a second language: Parental involvement Intercultural understanding Social inclusion Culturally and linguistically supportive environments Fostering motivation Promoting language development and independence Enhancing writing skills Conclusion Celebration of children’s interests

16. Bussier, A. (2009). A child is playing. [Picture]. Retrieved March 19, 2011, from http://www.flickr.com/photos/alice-antoine/4056380144/. • Discordia Limited. (2008). Intercultural Understanding. [Picture]. Retrieved March 13, 2011, from www.abatia.co.cc/intercultural-behavior.html • Janssen, C., & Pauwels, A. (1993). What can parents expect in the language development of an infant bilingual?. In Raising children bilingually in Australia (pp. 17-21). Clayton, VIC: Language and Society Centre. • Learn My Shot. (2010). Child & Chicken. [Picture]. Retrieved March 19, 2011, from http://www.flickr.com/photos/learnmyshot/4589449356/. • Macaro, E. (2003). Theories grammar and methods. In Teaching and learning a second language : a review of recent research (pp. 21-47,60-61). New York: Continuum. • Moon, N. (2010). The Wind from Japan. [Picture]. Retrieved February 25, 2011, from http://www.flickr.com/photos/taraobannai/4934268623/. • O’Neill, S., & Gish, A. (2008). Teaching English as a Second Language. Oxford University Press: Victoria, Australia. • Prettydaisies. (2009). Going to School. [Picture]. Retrieved February 25, 2011, from http://www.flickr.com/photos/prettydaisies/3239923882/. • Red Deer Public Library. (2011). Kids Reading [Picture]. Retrieved March 11, 2011, from http://www.rdpl.org/kids/events • Shand, B. (2007). Japanese children at Kimono mackintosh. [Picture]. Retrieved March 11, 2011, from http://www.flickr.com/photos/bobthelomond/440059900/. • The State of Queensland (Department of Education and Training). (2006). CPR-PR-009: Inclusive Education. Retrieved March 14, 2011, from http://education.qld.gov.au/strategic/eppr/curriculum/crppr009/ • WordPress. (2010). Independent Learning Ladder Advisor ]Picture]. Retrieved March 12, 2011, from http://jtlam.wordpress.com/ • Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky: Volume 1. Problems of general psychology. R. W. Rieber & A. S. Carton, Eds.; Minick, Trans. New York: Plenum. References: