1 / 11

Communication and Language development

Communication and Language development. Session 2. The interactionist approach. The dynamic between the two (or more ) parties involved in communication impacts on, affects /shapes the language that is spoken (or not) How do we build communicative relationships?

lirit
Download Presentation

Communication and Language development

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Communication and Language development Session 2

  2. The interactionist approach • The dynamic between the two (or more ) parties involved in communication impacts on, affects /shapes the language that is spoken (or not) • How do we build communicative relationships? • How do we build communicative relationships when there may be barriers?

  3. Supporting bi-multilingual learners • We live in a diverse society • Children come to our settings from a range of communities and cultural experiences. • How do we demonstrate that we value the unique child? • How do our settings support and develop that uniqueness?

  4. Cummins (2000) • Focus on older children who are new arrivals (reception classes) • BICS – Basic interpersonal communicative skills • CALP – Cognitive academic language proficiency • Depending on age of child BICS takes around 2 years for fluency • CALP – around 5-7 years • Language needs to be contextualized – embedded (Donaldson 1978) in meaning and context

  5. Cognitive and contextual framework (cummins 2000) Cognitively undemanding • worksheets Casual conversation Context embedded Context reduced Putting your point of view in an argument Writing an essay Cognitively demanding

  6. Krashen (1987) – Input Hypothesis • Second language acquisition • Similar to first language acquisition, L1 L2 • Same foundations re communication and language functions of language, phonology, Lexis etc is to be learnt

  7. ‘speaking fluency cannot be taught directly’ (p22) • ‘The silent period’ (p26) allows child to build confidence around vocabulary, and cultural context ‘how is language being used in this environment? What are the rules? Who speaks first? When ?why ?how? • Eve Gregory (1997) and Brice- Heath (1983) both talk about the importance of what we could call ‘cultural literacy’ • Comprehensible input - demonstration

  8. The child - information • New arrival? • Previous countries of residence? • Previous pre-/school experiences? • Languages spoken at home/to whom? - competencies • Religion • Special days/events • Dietary needs

  9. – Ethos of the setting • Access to translators? EMAS – B&H, TEAL-ESCC • how are staff recruited? Trained? Valued? • Policies • Displays? Print • Resources • Toys • Books/stories

  10. Working with others • How are children encouraged to respect and communicate with others? • Group times? • How is spoken language supported? Props/visual aids/bilingual signs? mother tongue speaker?

  11. Children new to English (and the setting) need time • To settle • To listen • Avoid pressurising children to speak • Provide good language models • Use a range of strategies to communicate not only verbal, • Be inclusive

More Related