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Silent Preschoolers: Nurturing the voices of children who are new to English.

Silent Preschoolers: Nurturing the voices of children who are new to English. . PhD Student: School of Education : deLissa Institute of Early Childhood and Family Studies Amy Farndale Mujema 2012. Australian context.

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Silent Preschoolers: Nurturing the voices of children who are new to English.

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  1. Silent Preschoolers: Nurturing the voices of children who are new to English. PhD Student: School of Education : deLissa Institute of Early Childhood and Family Studies Amy Farndale Mujema 2012

  2. Australian context • According to the AEDI (2009, p.4), 17.2% of all children in Australia speak a language other than English (LOTE) in the home. • There is a diversity of 279 languages, other than English, spoken by Australian children (AEDI 2011). • In South Australia, between 2010-11, 3,000 CALD(culturally and linguistically diverse) children received preschool bilingual support (DECS 2011, p.39). • Worldwide, bilingualism is the norm.

  3. Languages of Australian 4- to 5-year-old children (McLeod 2011) Greek and other Samoan, Vietnamese, and Italian Vietnamese, Arabic, Cantonese, Italian, Spanish and Somali Greek, African Languages, Portuguese, Vietnamese, Spanish and other 16-26% 4-9% Bengali, Cantonese, Croatian, French, German, Hindi, Italian, Macedonian, Russian, Tamil and Urdu Arabic, Cantonese, Vietnamese, Italian, Mandarin, Greek, Hindi, Turkish, Assyrian and Somali Cantonese 1-3% Figure 1. Main languages spoken by Australian children aged 4 to 5 years in each state and territory Note: The darker shade indicates 16–26% of children aged 4- to 5- years in NSW and Victoria speak languages other than English. The lighter shade indicates 4-9% and the lightest indicates 1–3% of children speak languages other than English in that state/territory.

  4. Phases of English Language Learning • 1. Pre-production New to English • 2 . Early Production Becoming familiar with English • 3. Speech Emergence Becoming a confident user of English • 4. Intermediate Speech Demonstrated competency as a speaker of English (Clarke 2009, Crosse 2007, Diaz-Rico 2008 and Tabors 2008)

  5. Phase 1: Pre-production

  6. Educator support Phase 1: Pre-production

  7. Marion Blank’s Levels Tiered words (Beck, McKeown & Kucan 2008)

  8. Phase 2: Early Production

  9. Educator support Phase 2: Early Production

  10. Phase 3: Speech Emergence

  11. Educator support Phase 3: Speech Emergence

  12. Phase 4: Intermediate Speech

  13. Educator support Phase 4: Intermediate Speech

  14. Phases of English Language Learning (Clarke 2009, Crosse 2007, Diaz-Rico 2008 and Tabors 2008)

  15. Naturally every child’s experience is unique and these descriptions of the four phases aim to give a general understanding of English language learning. • It takes 1-2 years to obtain BICS (basic interpersonal communication skills) • It takes 5-8 years to obtain CALP (cognitive academic language proficiency) (Cummins 1985)

  16. References: • AEDI 2009, A Snapshot of Early Childhood Development in Australia Australian Early Development Index (AEDI) National Report 2009 Re-issue, Australian Government Department of Education, Employment and Workplace Relations., Australia. • Clarke, P 2009, Supporting children learning English as a second language in the Early Years (birth to six years), Victorian Curriculum and Assessment Authority, Victoria, Australia, <http://www.vcaa.vic.edu.au/earlyyears/supporting_children_learning_esl.pdf>. • Crosse, K 2007, Introducing English as an additional language to young children : a practical handbook, 1st edn, Paul Chapman Pub., London. • Díaz-Rico, LT 2008, A course for teaching English learners, Pearson/Allyn and Bacon, Boston. • Hirschler, J 1994, 'Preschool children's help to second language learners', The Journal of Educational Issues of Language Minority Students, vol. 14, pp. 227-240. • Krashen, S & Terrell, T 1983, The natural approach : language acquisition in the classroom, 1st edn, Pergamon Press ;Alemany Press, Oxford [Oxfordshire] ;New York :San Francisco. • McLeod, S 2011, ‘Cultural and linguistic diversity in Australian 4- to 5-year-old children and their parents’, ACQuiring Knowledge in Speech, Language and Hearing Volume 13, Number 3 pp. 112-119 • Priester, MM 2011, 'Using Song Lyrics in the Preschool ESL Classroom to Assist Students' English Vocabulary Retention and Use', Curriculum and Instruction, Caldwell College. • Shao, Q 2005, 'Social context and language acquisition: a Chinese child learning English as his second language in naturalistic preschool settings', UMI. • Saville-Troike, M 1987, 'Dilingual Discourse: the negotiation of meaning without a common code.', Linguistics, vol. 25, pp. 81-106. • Swain, M 2005, 'The output hypothesis: Theory and research. ', in Hinkle, E (ed), Handbook of Research in second language teaching and learning, Erlbaum, Mahwah, NJ, pp. 471-483. • Tabors, PO 2008, One child, two languages: a guide for early childhood educators of children learning English as a second language, 2nd ed. edn, Paul H. Brookes Pub. Co, Baltimore, Md.

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