Future of screens for Linguistic Diversity
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This document discusses the need for apps and digital media to be inclusive of dual language learners (DLLs), who make up 25% of young children in the US. It notes that effective apps should support children's home languages as well as English. The document critiques some current apps for only including English text and translations, lacking cultural representation, and failing to make meaningful connections between languages. It provides a rubric for evaluating apps on factors like supported languages, developmentally appropriate practice, and recording children's productive language. The conclusion calls for more proactive, universally designed apps with culturally rich content to better serve DLLs.
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Future of screens for Linguistic Diversity
- 1. The Future of Screens for ALL Young Children Presented at Screen Time: A Symposium on Media for Children and Youth 0 – 8 Chicago – 9/9/16 (hosted by IIT and TEC Center) http://www.developmentalmedia.org/screen-time-symposium/ Karen Nemeth Karen@languagecastle.com
- 4. 44 million children 0 – 9 years 11 million have languages other than English (DLLs) 3 million of these have language other than Spanish 25% of young children in the U.S. speak a language other than English!
- 5. When you design apps only for English speakers you make something that is ineffective for ¼ of the population.
- 6. In your view, your work looks like this.
- 7. But, when you leave out 25% of the population, you might as well be making an old clunker with only 3 tires.
- 8. Language is about connections Connections between neurons Connections between words and meanings Connections between people Connections between words in familiar language and words in new language.
- 9. Are you making those connections?
- 12. According to the research, Children under age 6 who have language other than English at home are dual language learners (DLLs) no matter how good their English may seem. The bilingual brain is not developing in the same way as the monolingual brain So, all DLLs or bilinguals under age 6 need support for their home language as well as English. And all language development depends on meaningful connections!
- 13. This app offers options to hear the song in English, French, Spanish, German - and the user’s own voice, BUT the lyrics are only in English!
- 14. This app makes no meaningful connection between letters, words and images. That’s bad for any child, but impossible for DLLs.
- 15. Some apps try to avoid offending anyone by making characters that have no culture or language – BUT then children don’t see themselves in the story or game and connection is weaker.
- 16. Some designers try to make their apps accessible to other languages … BUT they are stuck with awkward graphics and video examples in English. Ask a Spanish speaker what’s wrong here!
- 17. Nemeth Language Learning App Rubric© http://www.languagecastle.com/2012/03/designing- rubric-preschool-bilingual-apps/ What languages are available? –Are additional languages free? –Provided via in-app purchase? –Available by downloading purchasing different versions?
- 18. Nemeth Language Learning App Rubric© http://www.languagecastle.com/2012/03/designing- rubric-preschool-bilingual-apps/ What is the complexity of the language used in the app? – One word at a time? – Simple vocabulary that is traditional for preschool but adds little to the child’s ability to communicate or process knowledge (like names of animals, shapes, or colors) – Sentences? – Stories/songs? – Complex activities that require thought & response?
- 19. In what language was the app written? – Was the app written in English, then translated? – Was the app developed in another language, then translated to English? – Does the developer offer any documentation to support the accuracy of the translation? – Is the whole app available in the two languages? Or – Are the instructions in English, and some of the activity is provided in another language?
- 20. Is there any way for the app to grow with the child? –Are there multiple levels? –Is there a way to track what the child has learned or accomplished?
- 21. Does the app meet with Developmentally Appropriate Practice? –Does the app take a flashcard approach? Or –Does the app engage the child in activity such as singing or solving puzzles or problems? Or –Are there opportunities for children to choose, plan, or create?
- 22. Are the images and activities culturally appropriate and free of stereotypes? Is there a way to record the child’s productive language in the context of the app?
- 23. The future of screens must include: Proactive, UDL approach to design Changeable images and content Culturally rich and authentic content Chopped up, multipurpose development plans Truly responsiveness functions Language learning apps in full content context, not isolated skills No more excuses.
- 24. • Karen Nemeth, Ed.M. • http://www.languagecastle.com • karen@languagecastle.com • Twitter KarenNemethEdM • Facebook page Karen Nemeth at Language Castle LLC • Linked In group Early Childhood Technology Network
Editor's Notes
- US Census and estimates based on numbers of immigrants, numbers of young children
- Solution – create apps with words that are not embedded in the graphics so they can easily be changed.
- Solution – make sure the images add meaning to the letters and words
- Solution: Some animals and monsters are fine, but sometimes children need to see themselves to identify with characters and to be motivated to learn.
- Solution: Get native speakers to help so you don’t make a graphic for “a” that depicts una manzana.
- UDL = Universal Design for Learning which is a proactive approach to space and learning design where you choose options that work for everyone. For example, curb cuts help people on wheels but they can be used by everyone.