Session 1 How does my child learn Japanese/Spanish/English in immersion classroom?
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presented during Immersion Parent Partnership meeting. The presentation explains how immersion students learn their L2 in foreign/dual language immersion classrooms.
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The document discusses supporting English language learners in early childhood classrooms. It highlights that the preschool years are critical for development, especially emergent literacy skills. English language learners face learning these skills while also learning a new language. The document explores realities of working with young ELLs, language acquisition, and best practices. These include using repetition, concrete examples, expanding language, predictable routines, careful grouping, and selecting supportive activities and books.
Second language learning in the classroom
This document discusses several studies on second language teaching methods. It begins by introducing 6 proposals for teaching a second language: 1) Get it right from the beginning, 2) Just listen...and read, 3) Let's talk, 4) Two for one, 5) Teach what is teachable, and 6) Get it right in the end. It then summarizes several classroom examples and research studies that tested these different methods, finding that comprehensive input through listening and reading alone can be effective, but that opportunities for communicative practice also benefit learners. The document analyzes strengths and limitations of various approaches to second language instruction.
1. teyl + eyl 2018 2019-sri sc
Here are the key implications of Multiple Intelligences theory for EYL teaching:
- Design activities that appeal to different intelligences - linguistic, logical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist.
- Use a variety of teaching methods like songs, chants, movement, role plays, games, art/craft to engage different intelligences.
- Assess students in different ways - oral tests, projects, portfolios rather than just written tests.
- Be aware that students may have different strengths. Provide options that play to their strengths.
- Help students identify their own strengths to build self-awareness and confidence as learners.
Children Learning English
The document discusses how children learn a second language, noting they need time, exposure to meaningful input, and opportunities to experiment with language in a positive environment. It also explains teachers' beliefs impact their teaching approach and lessons, and provides suggestions for observing students' language learning like keeping diaries and recording group interactions.
9300AWEEK 1 What is language Our relationship with language. T.docx
9300A
WEEK 1: What is language? Our relationship with language. The Study of L2 Acquisition.
Readings:
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford
University Press. Chapter 1.
· As never before, people have had to learn a second language, not just as a pleasing pastime, but often as a means of obtaining an education or securing employment. At such a time, there is an obvious need to discover more about how second languages are learned. (学习二语的原因：why do you need to learn English? Is there have some special reason to learn [academic, daily life])
· ‘L2 acquisition’, then, can be defined as the way in which people learn a language other than their mother tongue, inside or out side of a classroom, and ‘Second Language Acquisition’ (SLA) as the study of this. [do you think you are a successful second language learner? Why? How you did it?]
· What are the goals of sla: learner language [how learners’ accents change over time. Another might be the words learners use; how learners build up their vocabulary.]
· What type of input facilitates learning? [do learners benefit more from input that has been simplified for them or from the authentic language of native-speaker communication?
· The goals of SLA, then, are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others.
·
WEEK 2: First Language Acquisition
Readings:
Yule, G. (2016). The study of language. Cambridge university press. P.170-181 Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford
University Press. Chapter 1
Yule: By the age of two-and-a-half, the child’s vocabulary is expanding rapidly and the child is initiating more talk while increased physical activity includes running and jumping. By three, the vocabulary has grown to hundreds of words and pronunciation has become closer to the form of adult language. At this point, it is worth considering what kind of influence the adults have in the development of the child’s speech.
Morphology; syntax
Lightbown: How do children accomplish this? What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes? Does child language develop similarly around the world? How do bilingual children acquire more than one language?
【Which stage do you think is the fastest progress in your second language?】
【How the interviewee’s knowledge of English grammar developed during the time? (if you cannot remember the learning processes, you can think what did you do, how does you try to learn an L2)】p.008
[学习者有没有背单词，是long-term memory 还是working memory？（cognition）]
Negation对立面p.9
WEEK 3: Behaviourism and Contrastive Analysis Hypothesis
Readings:
Brown, H. D. (2000). Principles of language learning and teaching. P.69-71
Ellis, R. (2015). Understanding second ...
The role of mother tongue in early childhood education
This academic article discusses the important role that a child's mother tongue plays in early childhood education. It argues that using a child's native language as the primary language of instruction facilitates learning, breeds confidence, and helps preserve cultural identity. The article provides background on key concepts like mother tongue, second language, and medium of instruction. It also summarizes research showing cognitive and academic benefits of instructing young children in their mother tongue rather than a second language. The author concludes that stakeholders should renew their commitment to using mother tongue as the main language of instruction in early childhood.
Njtesol07
The document discusses several key points about teaching English to second language learners:
1) It takes between 5-7 years for English language learners to develop academic proficiency in English. Younger students may learn conversational English quicker, but older students who have had schooling in their native language can transfer skills more easily.
2) Students should not be placed in special education programs solely based on lack of English proficiency, and must be properly assessed. Instruction should integrate both language and content.
3) Developing media literacy for students is important in today's digital world so they can analyze different types of media sources critically.
How to teach languages to toddlers and preschoolers
We propose three game-changing strategies for toddler and preschool foreign language teachers/programs.
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Best practice to teaching english for young learners by jshin
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Comparing and contrasting first and second language acquisition - Wissam Ali ...
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Strengthening tl literacy
The document discusses reading comprehension and supporting literacy development for children learning a second language. It defines key concepts like common underlying proficiency and examines the advantages of developing literacy in a child's first language before transitioning to their second language. The document also provides steps for parents to determine their child's reading level and how to select appropriate reading texts.
Strengthening tl literacy
The document provides guidance on helping children read and write in another language at home. It recommends establishing regular routines for reading and writing in the home language to align with classroom lessons. It also suggests taking advantage of peer support through native speakers and engagement through technology. The final session discussed will be a parent forum on supporting children and immersion programs.
Benefit of bilingualism_session3_posting
The document discusses the advantages of being bilingual, biliterate, and multicultural. It notes that being bilingual provides cognitive benefits like improved executive function and multi-tasking abilities. It also fosters global perspectives and an appreciation for other cultures. Research shows that language immersion students develop more positive attitudes towards different ethnicities and a stronger sense of global citizenship.
セッション１ イマージョン教室内での第二言語の学び方
このプレゼンテーションは第一回イマージョン教育保護者の集いで発表されました。言語イマージョンの教室の中で幼い生徒たちが第二言語を修得する過程が説明されています。
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Session 1 How does my child learn Japanese/Spanish/English in immersion classroom?
- 1. Immersion Parent Partner Meeting Session 1 September 28, 2011 How does my child learn Japanese/Spanish/English in the immersion classroom?
- 4. Bilingual Education “A gift to your child”
- 7. How does my child learn a second language in the immersion classroom?
- 9. Immersion Lesson Demonstration “ lemma” “ tajui” “ pekichi” “ davan”
- 13. Immersion Lesson Demonstration (TPR) tamago imo-mushi sanagi chou
- 14. What’s Missing?
- 16. Immersion Lesson Demonstration 1 ( ichi ), tamago 2 ( ni ), imo-mushi 3 ( san ), sanagi 4 ( yon ), chou 1 2 3 4
- 23. Activity: “Find Someone Who” 10/15/11 2-Way CABE Summerl Conference 2009 … M.Y. . A.H. . R.S. Find Someone Who… Name ______________ ___ can share why he/she wants his/her child to become bilingual. ___ can share one thing he/she found interesting from today’s session. ___ discovered an effective way to encourage the child to do well in the immersion classroom .
Editor's Notes
- This series of parent meetings are titled “Demystifying Immersion Education.” Some of you may be wondering how these children, being as young as 5 years old, start developing a second language while we adults struggle to remember only few words in another language? What is really happening in these so-called Spanish/Japanese “immersion” classrooms? Well, today, it is my intention to show you that how your child learns a second language in one of these classrooms is not mystery, but it is the result of a very effective bilingual teaching method called language immersion.
- This series of parent meetings are titled “Demystifying Immersion Education.” Some of you may be wondering how these children, being as young as 5 years old, start developing a second language while we adults struggle to remember only few words in another language? What is really happening in these so-called Spanish/Japanese “immersion” classrooms? Well, today, it is my intention to show you that how your child learns a second language in one of these classrooms is not mystery, but it is the result of a very effective bilingual teaching method called language immersion.
- ca
- In a immersion classroom, a student is being immersed in a very language-rich context. However, this does not translate into becoming proficient in that language, as much as being in the water makes anyone to become a good swimmer. The person in the water needs to move her hands and feet and kick water trying to move forward. When a student in an immersion classroom tries to pay attention to her surroundings and to “make sense” of what is going on by picking up second language input, she is benefiting from being immersed in the language.
- There is another side to this. It is true that students need to “pick up” the language input, they also need “a handle” on the language. This handle is called comprehensibility. Immersion teachers know how to make their second language instructions comprehensible in various ways.