1 / 10

Language Development for Bilingual Children

Language Development for Bilingual Children. Christine Cordina Churchfields Language Facility. What do we mean by bilingualism?. “Bilingualism is simply about [the use of] two languages” […] regardless of ability and proficiency. (Baker , 2006:2-3). Are all bilinguals the same?.

lsmalley
Download Presentation

Language Development for Bilingual Children

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. Language Development for Bilingual Children Christine Cordina Churchfields Language Facility

  2. What do we mean by bilingualism?

  3. “Bilingualism is simply about [the use of] two languages” […] regardless of ability and proficiency.(Baker, 2006:2-3).

  4. Are all bilinguals the same? • Simultaneous bilingual: the acquisition of two languages together from birth, but before the age of three. • Sequential bilingual: when a child learns a second language after about three years of age. It is helpful to make a distinction between learning the second language in pre-school and in the school years.

  5. How long does it take to become bilingual?

  6. For children who start learning a second language after school admission: • Fluency in everyday conversation within two years. • BUT it may be a long time – it took between five and seven years in one study before they caught up with average monolingual children on measures of cognitive / academic language proficiency.

  7. This is important in understanding bilingual children with alleged learning difficulties. • If a child appears relatively fluent in English, academic problems may be attributed to underlying learning difficulties rather than lack of appropriate language skills.

  8. Possible issues Bilingualism is not a Special Educational Need BUT It is expected that the same proportion of bilingual children as monolingual children will experience speech, language and communication needs.

  9. Good practice • The home language is important. Encourage parents to continue to speak their native language to their children. • The communication friendly classroom. • Carry out an induction for new arrivals and get as much information as possible about previous schooling and attainment and language proficiency. • Do not overload new arrivals with too much direct teaching of English. • Value and celebrate the languages in your school.

  10. More information • London Special Interest Group (SIG) Bilingualism: http://www.londonsigbilingualism.co.uk/development.html NALDIC – National Association for Language Development in the Curriculum http://www.naldic.org.uk/eal-teaching-and-learningNational Literacy Trust http://www.literacytrust.org.uk/our_network/our_current_network_theme/previous_network_themes/previous_network_theme_supporting_eal Newbury Park Language of the Month http://www.newburyparkschool.net/langofmonth/

More Related