Language Development, Language Diversity, and Immigrant Education

1. Language Development,Language Diversity, and Immigrant Education Chapter 5 Presented by Kristen Poland

2. The Development of Language Coordinating Sounds Meanings Words Sequences of Words Volume Tone Inflection Turn Taking Rules SWBAT understand how language develops and how to support emergent literacy +6,000 languages in the world based 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

3. 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. • Help child listen and follow instructions. • Repeat words. • Describe what you are doing, planning, and thinking. • Show child understanding. • Expand what the child says.

4. Exposure to Grammar All heavily influenced by CulturalNorms >>> Metalinguistic Awareness • Pragmatic: Using language in social situations • Word order: Syntax • As they develop there is a stage of Overregularization (applying rules to everything)

5. Codes + Oral Language Emergent Literacy Inside-out Process • What is a milk? • Where do I go to find these things? • Who is the list for? Outside-in Process Necessary for school readiness regardless of language(s). Writing letters Spelling/ Forming words Words forming sentences Spacing Direction Punctuation • ¿¿¿Questions???

6. Diversity in Language Development 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) • SWBAT discuss what happens when children develop two languages. Dual Language Development additive bilingualism subtractive 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

7. Language Loss What is lost? Goal should be balanced bilingualism Home language connects them to extended family & important cultural traditions English connects them to academic, social, and economic opportunities. • 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 those aren’t spoken by the children

8. Learning a 2nd Language Rolling your R’s as a non-native Spanish speaker burro: donkey Puerto Rico 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

9. 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???

10. ¡¡¡Break Time!!!

11. Dialect Differences in the Classroom “Regional variation of language characterized by distinct grammar, vocabulary and pronunciation. 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)? Implications for the Classroom???

12. Dialect continued… As long as, they have good models, clear instruction, and opportunities for authentic practice. • ¿¿¿Questions??? 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.

13. Teaching Immigrant Students and English Language Learners SWBAT discuss whether English immersion or bilingual instruction is better for English learners. The expectation is to assimilate -> Melting Pot But for many, the GOAL is multiculturalism • Immigrants Voluntary Involuntary • Refugees • Cultural Deficit Model: “culturally disadvantaged” or “culturally handicapped” Caused problems > Rejected

14. Implications for the Classroom • Balanced bilinguals • Monolingual/literate students • Monolingual/preliterate students • Limited bilingual Conversational and Academic language • 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

15. Language needed for success in an English-only school • ¿¿¿Questions??? Phonology Morphology Syntax Pragmatics Semantics Listening Speaking Reading Writing Language Arts Mathematics Social Studies Science Other Content Areas

16. 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” SWBAT explain who are the Generation 1.5 students and describe their learning characteristics

17. 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 English Research on Bilingual Education This can obviously be a stressful time for ELL students… what can teachers do to show support and increase self-esteem?

18. Special Challenges: ELLs with Disabilities and Special Needs Keep a portfolio of their work! • ¿¿¿Questions??? 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?