Download to read offline
Uploaded byUmair Mahmood
Language Development, Language Diversity, and Immigrant Education
The document discusses language development and supporting emergent literacy in children. It notes that language develops through coordinating sounds, meanings, words, word sequences, volume, tone and turn-taking rules. It provides language development milestones for children aged 2-6 and suggestions for encouraging development. The document also discusses dual language development, language loss, learning a second language, signed languages, dialect differences in the classroom, teaching immigrant students and English language learners, and recognizing special needs in ELL students.
More Related Content
![Teaching Vocabulary[1]](https://cdn.slidesharecdn.com/ss_thumbnails/teachingvocabulary1-1233330445671988-3-thumbnail.jpg?width=640&height=640&fit=bounds)
Similar to Language Development, Language Diversity, and Immigrant Education
![Language (1)[1].pptx](https://cdn.slidesharecdn.com/ss_thumbnails/language11-230208135138-7565968f-thumbnail.jpg?width=640&height=640&fit=bounds)
Language Development, Language Diversity, and Immigrant Education
- 1. Language Development, Language Diversity,and Immigrant Education Submitted By: Umair Mahmood 2018-1550 University of the Punjab
- 2. The Development of Language SWBAT understand how language develops and how to support emergent literacy +6,000 languages in the world based on cultural needs and values “I read once that the ancient Egyptians had fifty words for sand & the Eskimos had a hundred words for snow.” -Brian Andreas Coordinating Sounds Meanings Words Sequences of Words Volume Tone Inflection Turn Taking Rules
- 3. Age Range Milestone Encouraging Development Between 2and 3 • Identifies body parts • “Me” • Pairs nouns and verbs • 450 word expressive vocabulary • Likes to here the same story repeated Between 3 and 4 • Can tell a story • Sentence length (4-5 words) • 1,000 word expressive vocabulary • Knows several nursery rhymes Between 4 and 5 • 1,500 word • Identify colors and shapes • Ask many questions like “why” and “how” Between 5 and 6 • 2,6000 word expressive vocabulary. • Defines objects by their use. • Help child listen and follow instructions. • Repeat words. • Describe what you are doing, planning, and thinking. • Show child understanding. • Expand what the child says. • Talk about how objects are the same/different. • Help a child to tell stories using books and pictures. • Encourage play with other children. • Give child reasonable opportunities for decision making. • Let child tell and make up stories. • Talk about child’s interests. • Help child sort objects. • Praise children when they talk about feelings, thoughts hopes, and dreams. • Carry on conversations/ Talk to them as you would an adult.
- 4. Exposure to Grammar Pragmatic: Using language in social situations Word order: Syntax As they develop there is a stage of Overregularization (applying rules to everything) >>> Metalinguistic Awareness All heavily influenced by Cultural Norms
- 5. Emergent Literacy Writingletters Spelling/ Forming words Words forming sentences Spacing Direction Punctuation What is a milk? Where do I go to find these things? Who is the list for? Inside-outProcess Codes + Oral Language Outside-inProcess Necessary for school readiness regardless of language(s). ¿¿¿Questions? ??
- 6. Diversity in Language Development SWBAT discuss what happens when children develop two languages. Dual Language Development additive bilingualism subtractive bilingualism Benefits • increased cognitive abilities more advanced metalinguistic understanding of how language works higher reading comprehension • +++ assets in the working world • travel and cultural possibilities Student can become fully and equally bilingual if: a) begin early in life (<5) b) occurs across a wide range of contexts c) is systematic, consistant, and sustained in the home and community Contextualized (2- 3 years) Academic Language (5-10 years)
- 7. Language Loss Thereis a huge loss in language and culture because of stigmas and discrimination attached to a student’s heritage language. San Diego and Miami study of 8th and 9th grade 1st and 2nd generation children of immigrants… 16% retained their ability to speak their heritage language well 72% said they preferred to speak English Of the Native American languages, 1/3 still exist, and 9 out of 10 of those aren’t spoken by the children Goal should be balanced bilingualism Home language connects them to extended family & important cultural traditions English connects them to academic, social, and economic opportunities. What is lost?
- 8. Learning a 2ndLanguage Theory: Adult learning can be beneficial as they have mastered one language and know many study skills. Critical Period or learning a language There is no critical period but certainly for accuratelanguage pronunciation Sensitive Period for learning a language 14 month window burro: donkey Puerto Rico Rolling your R’s as a non-native Spanish speaker
- 9. Signed Languages Myths: All deaf and hard of hearing speak the same language Signed language is simply a mimed version of the spoken language It is easy to learn. Children of Deaf Parents (CODA)s are at a disadvantage cuasing the child to be delayed or confused because the signed language will get in the way of their spoken language development Interesting information: There are just as many dialects in Sign Language as in any spoken language. Signing has been proven to better infant temperaments before the use of the spoken language can convey they needs and desires. All deaf people can understand you by simply reading your lips. ¿¿¿Questions? ??
- 10.
- 11. Dialect Differences inthe Classroom SWBAT address whether dialect differences affect learning and discuss what teachers can do. ex. Dialects of American English: Southern, Bostonian, Cajun and African American Vernacular. - Are they uses of the English language? - With that said, is it possible to have different dialects among non-spoken languages (ex. ASL)? “Regional variation of language characterized by distinct grammar, vocabulary and pronunciation. Implications for the
- 12. Dialect continued… Speaking ofthose native non-English speakers Code Switching : -What is it? - Is it a sign of higher master or a language or lower? Genderlects - What is it? Think gender stereotypes in reference to language. As long as, they have good models, clear instruction, and opportunities for authentic practice. ¿¿¿Questions? ??
- 13. Immigrants Voluntary Involuntary Refugees Cultural Deficit Model: “culturally disadvantaged” or “culturally handicapped” Caused problems > Rejected SWBAT discuss whether English immersion or bilingual instruction is better for English learners. Teaching Immigrant Students and English Language Learners The expectation is to assimilate -> Melting Pot But for many, the GOAL is multiculturalism
- 14. Keeping inmind that 1% of instructors are prepared to teach ESL (English as a Second Language) Population growth of Immigrants & Projections 2030: 40% or pre-K-12th will speak limited-English 2050: Latinos will comprise ¼ of the US population Implications for the Classroom Balanced bilinguals Monolingual/literate students Monolingual/preliterate students Limited bilingual Conversational and Academic language
- 15. Phonology Morphology Syntax Pragmatics Semantics Listening Speaking ReadingWriting Language Arts Mathematics Social Studies Science Other Content Areas Language needed for success in an English-only school ¿¿¿Questions? ??
- 16. SWBAT explainwho are the Generation 1.5 students and describe their learning characteristics Adolescents stuck somewhere between the first generation of immigrants in their family (their parents) and the younger siblings that will be American-born. DACA Law DREAM Law “Ear-Learners” “Eye-Learners”
- 17. English-only Immersion Native Language Maintenance Deepunderstanding of your 1rst language metacognitive strategies are transferred to the 2nd. Mix students learning a 2nd language with native speakers > become fluent in both languages Materials are presented as early and as intense as possible in English. Some state laws require this Accountability tests are only given in English ResearchonBilingualEducation This can obviously be a stressful time for ELL students… what can teachers do to show support and increase self- esteem?
- 18. Special Challenges: ELLswith Disabilities and Special Needs Discuss how teachers can recognize special learning needs and talents when they do not speak their student’s language When questioning the possibility of a learning disability: Are they progressing slower than usual? What is the students educational and family background? When did they come to the United States? ¿¿¿Questions? ?? Keep a portfolio of their work!
Editor's Notes
- #4 Receptive vs Expressive Vocabulary 3-4: Though they have a growing vocabulary they prefer words that can be pronounced easily How things are the same/different: Labeling: class of similar objects ex. Dogs have 4 legs > all 4 legged creatures are dogs. Anything with long ears is a Rabbit @ 6: expressive vocab -2,600; receptive is about 20,000 Early grades learn 20 words a day Keeping in mind Piaget’s Preoperational Stage Concrete/Tangible . No abstract ideas like freedom or justice or unfortunately a grasp on sarcasm
- #5 Pragmatics: how to enter conversations, tell a joke, interupt, keep a conversation going, adjust to the listener (smaller child: simpler sentences or to a dog: commands)
- #6 Growth in Spanish language ability predicted higher reading performances in Spanish Increasing receptive vocabulary in one language versus the other does not slow down development. it simply adds words to their expressive vocabulary
- #7 (+) Must consist of more than 25% of child’s language input or unlikely to learn Contextualized: basic face-to-face conversation Academic Language: used elementary -> university associated with abstract, higher –order, complex concepts
- #8 Students never live in the country Heritage language: spoken to students at home or by older relatives when the larger community outside the home speaks something else.
- #9 Adult learning: Study skills Critical period: No critical period for language, but there IS for accurate language pronunciation Sensitive period Pronunciation 14 months “picking up on the “sound building blocks”. Window stays open when learning a 2nd Rolling your RRRRRRRs: Try with pencil Adolescence: almost impossible to speak without an accent only if exposed as a child will adult learners have a hope of Lessening the non-native accent Just as early exposure predicts English language and reading, so does it any 2nd language
- #10 Myth 1) bus Argentina experience Myth 4) Just as learning 2 languages at a young age simply increased your vocabulary, it so applies if one is spoken and the other is not
- #12 Not incorrect : because is dialect is logical, complex, and governed by rules Implications for the classroom Be sensitive- Know it will cause confusion for native english speakers (even more so ELLs) Can be linked with Stereotyping explain instructions in various ways Accept their language as a valid and correct system But only teach the Standard form of English
- #13 Code switching: Moving between languages Mr. & Ms. Petrini can be a sign of higher language mastery better suited vocabulary for the situation. Not always a direct English translation (like the Eskimos and snow) Study applies to an American case study *gender stereotyping Girls: be more talkative and rely on speech to maintain relationships. More likely to talk about feelings Boys: more competitive. Talk more about rights and justice Overlapping speech in other cultures= seen more as turn taking than interruption
- #14 Refugees: immigrants who relocate voluntarily because there home country is unsafe prove: fear of persecution on account of race, religion, nationality, membership to a particular social group, or political opinion Home culture was inferior because it did not prepare students to fit into the school system here No culture is deficient, but rather it may have incompatibilities between the students home culture and the expectations of the school
- #15 No culture is deficient, but rather it may have incompatibilities between the students home culture and the expectations of the school
- #16 Phonology: How sounds create language Morphology: How words are formed Syntax: The order of words in a sentence Pragmatics: The meaning of words in a particular situation Semantics: The meaning of words
- #17 Deferred Action for Childhood Arrivals 15 action deferred for 2 years to allow for an opportunity of employment and to get documentation DREAM Act (rejected) Provisional permanent residency for students who commit to serving in the military ear-learners: they have built their knowledge of English on the language they have heard in their environment often colloquial or slang trouble learning to read and write accurately rely on context, gestures, faciual cues and intonations to make sense of language eye-learners: have learned through reading, writing, and vocabulary and grammar exercises can write well have more difficulty with oral interaction How I imagine Rosetta Stone perfect to fit very specific circumstances, but when does life present itself in textbook examples???
- #18 Accountability tests: if too many fail, the school is penalized NLM 1) Academic content is not lost (science, math, history) is simply has a different name Discussion Interactive journals w/ older ELL students be sensitive about public corrections, and build on what is correct. but do not accept incorrect answers Use as much of their language as possible Be a model of respect and diversity and an enemy of bigotry. Engage with families
- #19 1) Talk to your ESL teachers for experience advice. 2) If they successfully learned literacy skills in the home country schools, they have something to build on