Literacy in L2: It’s not just ‘good teaching’

1. Literacy in L2: It’s not just ‘good teaching’ Kathy Escamilla Kathy.escamilla@colorado.edu University of Colorado, Boulder

2. Need for a New Mantra • “Doing English better NOT faster.”

3. Background • Historical disabling trajectory for ELL children (Figueroa, 2004) • Partially attributed to monolingual literacy theories applied to emerging bilingual children (Bernhardt, 2003; Grant & Wong, 2002; Valdés, 2003) • Exacerbated by high stakes tests developed for monolingual English children (August & Hakuta, 1997; Menken, 2000)

4. The Need for a New Theory • Berhardt, 2003; Grant & Wong, 2003; Halcón, 2001 • Universalist view (L1 and L2 reading development are the same) • North American/British/Australian literacy industry drives education policy • Research on literacy teaching and development predominately done by monolingual English speakers on monolingual English children • Treatment of all ELLs as if they were the same (English/Spanish; Farsi/English) (L1 is not irrelevant)

5. State of the Art • There are few empirical studies of effective transition curriculum & instruction (Gersten, 1996; Saunders et. al. 1998) • Transition frequently focuses on 3rd, 4th & 5th grades with no consideration of what needs to happen in earlier grades to get children ready (Saunders et. al. 1998) • Berman et. al. (1992) - Transition is a conundrum even in exemplary programs. • Transition students frequently fossilize in their development in English as their L1 atophies (Wong-Fillmore, 1993)

6. State of the Art • Transition teachers have less formal training in ELL teaching than ESL or bilingual teachers (Gersten, 1996) • Transition teachers need the MOST preparation (deAvila, 2000) • Transition teachers describe themselves as uncertain about appropriate methods (Gersten, 1996) • Transitional classrooms are sites where ELLs report feeling stressed (Pappanhiel, 2001)

7. Lessons Learned Transition as a point in time (3 years) Transition as a criteria (rdg. Level, oral ESL) L1 literacy - delayed L2 Inconsistent poorly defined ESL Responses Transition as a process that begins in grade 1 - never ends Literacy based ESL and oral ESL beginning in Kdg. Structured oral ESL Lessons Learned

8. Lesson Learned Concurrent Translation Identical L1/ L2 (duplication) a como árbol; a like apple, acorn Cessation of L1 literacy and oral ESL upon transition Strict separation of language Response Creation of school wide language policies Scaffolded simultaneous literacy acquisition Continuation of L1 Spanish literacy and oral ESL Strategic use of language (Spanish oral language dev.) More Lessons Learned

9. More State of the Art… • Research base on child language development based on monolingual theories • Research base on bilingualism based on sequential bilinguals • Most children in U.S. are simultaneous bilinguals

10. Simultaneous Bilingualism • Young children ages 0-6 who are exposed to two languages are considered simultaneous bilinguals • Situations - mother/father, home community, home/school • Underdeveloped research base on simultaneous bilinguals • Majority of two language children in head-start and K-12 are simultaneous bilinguals • Simultaneous bilingualism is NEVER an even phenomenon

11. Myths about Simultaneous Bilinguals • Learning two languages simultaneously causes cognitive and linguistic confusion (for example code-switching) • Learning two languages simultaneously causes children to be low in both languages (semilinguals)

12. Code-switching • The alternate use of two languages from sentence to sentence or within a sentence. • (Encyclopedia of Bilingualism)

13. Code-switching Examples • Este es red, ¿verdad teacher? • Kimberly está es eskipeando. • Guardé mi game boy en mi cubby. • Let’s go. Vámonos.

14. Code-switching Revisited • Language learning happens in contexts - simultaneous bilinguals may learn English in one context (school) and Spanish in another (home) • Grammar overgeneralizations - Simultaneous Bilinguals over generalize in both languages and across languages • Some terms can’t be translated (e.g. enchiladas) - simultaneous bilinguals know this • Added emphasis - done in both languages

15. Semilingualism in Action • José knows 3 colors in Spanish and 3 in English (same 3) - he is labeled ‘limited’ in L1 and L2 • Bill knows 5 colors all in English. He is labeled ‘average.’ • Who knows more?

16. Language Shift and Loss • Language shift - A change from the use of one language to another language within an individual or a language community. Language shift in young children usually means language loss. (Encyclopedia of Bilingualism)

17. Language Shift in Action • Studies of Puerto Rican 4-7 yr. olds - Chicago • 4 year old Spanish monolinguals have gender agreement - el libro, la rana, el agua, la mano • 7 year old Spanish speakers in the study were losing gender agreement • Masculinized articles (el maestra, el niña) • At age 4, children in the study were labeled “normally developing” • By the time they were 7, they were labeled “language delayed” in Spanish

18. Language Loss Personified • 80% of students who enter school as ELLs will lose their productive ability in their first language by the time they enter high school • When you can no longer speak your language - even if you can understand it - you have lost it • Language loss - the story of Ong

19. More Mythology • Cognitive demands on young children are less than on older children or adults causing us to think they are ‘faster’ at learning language • Children mimic language giving the false impression that they know more than they do • Two advantages of learning a second language as a child - time and phonology

20. Second Language Children Need Time to Process • Processing in one’s L2 is slower than in one’s native/stronger language • Processing time is frequently seen in children as evidence that they are ‘slow’ • Examples - Isiah and Susie

21. Language is CultureCulture is Language • Language is more than words, more than cognition, it is your identity! • Language is the medium through which we socialize children and is the medium through which culture is transmitted. • If we do not value children’s language(s), we are, in fact, devaluing their families and their sense of self. • Essays on bilingualism and biculturalism - research is in personal narratives - Anzáldua, Serros, Wong-Fillmore

23. Beyond ‘good teaching’ platitudes • Read it to yourself, Read it out loud, Ask yourself - “Does this make sense?” • Good strategy in L1 - Not in L2 • Turn to a partner - talk about the story, - Good Strategy L1 not L2 UNLESS • You use L1 strategically - what language did you use to talk to you partner?

24. Read This… • The handsome young prince walked in the forest one bright summer day. She got tired and stood under a tree to keep from getting wet.

26. Background knowledge: Johnny jokes Double meaning of the word naval - branch of the military; your belly button Cultural Schema Piercing your belly button is not a taboo in some cultures; Children do not challenge the authority of their parents - there are not battles Comprehension: Prior Knowledge vs. Cultural Schema

29. More Comprehension: What does it mean to listen? • 20 Cambodian children • U.S. since birth • All English schooling • All met criteria for ‘FEP’ • Listen means ‘be quiet,’ ‘don’t talk,’ ‘you get in trouble if you don’t listen’ • Not one child associated listening with a cognitive process of helping you to learn.

30. How do we motivate? • “Study hard, pass tests so that you can go to college and not end up flipping burgers at McDonalds.” • Motivating to some students, offensive to others.

31. BUZZ • Write down 1-2 points you learned so far that you want to share with someone at your school. • Write down a question that you have or something you want to know more about.