1) Bilingualism is important for people who are hard of hearing as it allows them to choose the type of communication they want to use and provides real freedom of choice.
2) Learning both a national sign language and a native spoken language from an early age is important as it is harder to learn languages later in life and maintaining language skills is easier when learned from a young age.
3) Bilingualism enables participation in society by allowing hard of hearing individuals to switch between a national sign language and their native spoken language depending on the situation.
The document presents information on bilingualism from a presentation. It defines bilingualism as the ability to communicate in two languages. It discusses the importance of bilingualism, noting that most of the world's population is bilingual and that bilingualism provides cognitive benefits. Specific benefits mentioned include improved multitasking skills, problem solving, creativity and memory. The document also addresses myths about bilingualism and concludes that studying bilingualism has many advantages, including cultural, cognitive, social and communication benefits as well as increasing brain power and awareness of other cultures.
The document presents information on bilingualism from a presentation. It defines bilingualism as the ability to communicate in two languages. It discusses the importance of bilingualism, noting that bilingual individuals have improved cognitive abilities such as attention and task switching. The presentation outlines several benefits of bilingualism, such as increased brain function and mental flexibility, and debunks myths about bilingual language development.
13 benefits of learning a second languageAbeera Zubair
The benefits of learning a second language include: brain growth, postpone dementia, stimulate memory, improve attention and many more... We bring you some of them.
For our group project we will be looking at evidence of diversity and inclusion of all adult learners. Our areas of focus will be include:
-Disability
-English as a Second Language
-Cultural Diversity
-Educational background
-Age.
The document discusses common problems with traditional language learning and provides recommendations for more effective methods. It argues that most language learners fail due to relying on ineffective grammar-translation methods, rote memorization techniques, and standardized testing. These "crappy" approaches treat language as facts to memorize rather than an innate skill. Instead, the document recommends choosing interesting content in audio and digital formats to aid natural acquisition. It also notes that adults can learn faster than children due to greater motivation, learning skills, and vocabulary. The key is adopting a growth mindset and making the most of opportunities to engage with the language.
This document provides a literature review on taboo language usage among bilingual Québécois speakers. It defines key terms like taboo language, bilingualism, and discusses factors that influence how bilinguals process and use languages. The review examines how sociobiographical variables like gender, context of language acquisition, age of acquisition, and language preference/proficiency impact taboo language use. It also discusses challenges in translating taboo language and how semantics and emotional impact are measured. Finally, it provides context on the current language situation in Quebec and the purpose of the present study.
Deaf individuals face unique challenges due to growing up in a predominantly hearing world. They need counseling services to help with development issues, problems with hearing families, and learning important skills. However, there is a lack of appropriate mental health services for the deaf community. Counselors must understand deaf culture and use visual communication to be effective. Investing in deaf counselors and incorporating deaf studies in hearing counselor training can help address this unmet need.
The document summarizes a presentation on primary language teaching. It discusses the benefits of learning languages at a young age, including the cognitive and social benefits. It provides examples of storytelling strategies that make language learning engaging for children, such as using actions, gestures, and songs to introduce vocabulary in a new language. The strategies are meant to scaffold children's understanding and promote literacy, thinking, and social skills development. The document advocates celebrating multilingualism and having a permanent language presence in schools.
The document presents information on bilingualism from a presentation. It defines bilingualism as the ability to communicate in two languages. It discusses the importance of bilingualism, noting that most of the world's population is bilingual and that bilingualism provides cognitive benefits. Specific benefits mentioned include improved multitasking skills, problem solving, creativity and memory. The document also addresses myths about bilingualism and concludes that studying bilingualism has many advantages, including cultural, cognitive, social and communication benefits as well as increasing brain power and awareness of other cultures.
The document presents information on bilingualism from a presentation. It defines bilingualism as the ability to communicate in two languages. It discusses the importance of bilingualism, noting that bilingual individuals have improved cognitive abilities such as attention and task switching. The presentation outlines several benefits of bilingualism, such as increased brain function and mental flexibility, and debunks myths about bilingual language development.
13 benefits of learning a second languageAbeera Zubair
The benefits of learning a second language include: brain growth, postpone dementia, stimulate memory, improve attention and many more... We bring you some of them.
For our group project we will be looking at evidence of diversity and inclusion of all adult learners. Our areas of focus will be include:
-Disability
-English as a Second Language
-Cultural Diversity
-Educational background
-Age.
The document discusses common problems with traditional language learning and provides recommendations for more effective methods. It argues that most language learners fail due to relying on ineffective grammar-translation methods, rote memorization techniques, and standardized testing. These "crappy" approaches treat language as facts to memorize rather than an innate skill. Instead, the document recommends choosing interesting content in audio and digital formats to aid natural acquisition. It also notes that adults can learn faster than children due to greater motivation, learning skills, and vocabulary. The key is adopting a growth mindset and making the most of opportunities to engage with the language.
This document provides a literature review on taboo language usage among bilingual Québécois speakers. It defines key terms like taboo language, bilingualism, and discusses factors that influence how bilinguals process and use languages. The review examines how sociobiographical variables like gender, context of language acquisition, age of acquisition, and language preference/proficiency impact taboo language use. It also discusses challenges in translating taboo language and how semantics and emotional impact are measured. Finally, it provides context on the current language situation in Quebec and the purpose of the present study.
Deaf individuals face unique challenges due to growing up in a predominantly hearing world. They need counseling services to help with development issues, problems with hearing families, and learning important skills. However, there is a lack of appropriate mental health services for the deaf community. Counselors must understand deaf culture and use visual communication to be effective. Investing in deaf counselors and incorporating deaf studies in hearing counselor training can help address this unmet need.
The document summarizes a presentation on primary language teaching. It discusses the benefits of learning languages at a young age, including the cognitive and social benefits. It provides examples of storytelling strategies that make language learning engaging for children, such as using actions, gestures, and songs to introduce vocabulary in a new language. The strategies are meant to scaffold children's understanding and promote literacy, thinking, and social skills development. The document advocates celebrating multilingualism and having a permanent language presence in schools.
This document discusses a study examining the impact of different educational settings on the language, identity, and self-esteem of deaf youth ages 16-20. Preliminary results from interviews and assessments show variations in deaf identity and language between groups, and that access to education for deaf students in mainstream settings needs improvement. Further data collection and follow up is planned to analyze outcomes over time.
Children can be empowered to match what they know best, speech, with what they need to learn to read, print. The ability to connect individual sounds with letter representations is a powerful predictor of future reading and spelling skills. Activities from the online BUILDING BLOCKS program that strengthen letter naming, recognition, and the sound-to-letter correspondence will be shared.
Reading with children provides valuable opportunities for enriching vocabulary, comprehension, and conversation. Viewers will learn strategies for maximizing these foundational skills through shared book reading. They will also find out how to increase children's understanding of concepts of print, how books work, and the wonders of letters and words on a page. Activities from the online BUILDING BLOCKS program that can help prepare children to become motivated, equipped, and successful readers will be demonstrated.
Making Connections: Engaging Students in Language, Literacy, and Global IssuesFacing the Future
This new research-based textbook helps students develop English language skills through highly engaging real-world investigations of current global issues. Designed for intermediate-level English language learners and striving readers, Making Connections combines language learning with opportunities for students to think critically about sustainable solutions for community development, environmental issues, quality of life, peace and conflict, and more. Aligned with education standards, this textbook includes nine chapters with lessons that have been reviewed and field tested by content experts, teachers, and students.
How students present with a specific learning disability09002472
Children with dyslexia or specific learning disabilities appear bright in subjects not involving reading or writing. However, when asked to read or write, they are often years behind peers and try to avoid it. They may display bad behavior or do minimal work. Many view themselves as "dumb" and have low self-esteem.
Phonological awareness, the insight that our spoken language can be broken up into individual parts, is one of the strongest indicators of future reading success. Viewers will learn how to use explicit play-based strategies and songs from the online BUILDING BLOCKS program in everyday situations to encourage children's understanding of rhyme, syllable, and sound awareness and build strong early literacy skills.
This document discusses assistive technologies for library users who are deaf or hard of hearing. It begins with definitions of deafness and disability. It then discusses identifying characteristics of different groups within the deaf community, including those who are culturally Deaf, deafened, hard of hearing, and deafblind. The document reviews laws like the ADA that impact library services for the deaf. It provides an overview of current technologies used in libraries like TTY/TDD, video relay services, closed captioning and sign language interpreters. It also presents guidelines for libraries to provide inclusive services and collections for deaf patrons. Emerging technologies discussed include internet protocol relay and video relay services.
The document discusses the benefits of learning and using the English language. It notes that English is widely spoken globally and can improve students' communication skills and confidence when speaking. Some of the key benefits mentioned include increased job and educational opportunities internationally, the ability to socialize and travel more easily in English-speaking places, and access to global media and entertainment in English. The document also explores different varieties of English and considers which may be most useful depending on a learner's goals and location.
Doing digital multimodal composing on English for specific purposes coursescahafner
The document discusses doing digital multimodal composing in English for specific purposes courses. It provides an overview of emerging needs of ESP learners, digital multimodal composing, and research findings and evaluation. It defines digital multimodal composing as going beyond traditional writing forms to include other modes made available by digital media like videos, infographics, posters and brochures. Benefits of digital multimodal composing include meeting real-world learner needs, enhancing language teaching strategies, engaging students with authentic audiences, and increasing learner autonomy.
The document summarizes key points about language development from birth to age 2. It discusses how language develops through social interactions, innate abilities, and imitation. As infants develop receptive language, they begin to understand words and respond to tone and pitch before meaning. Between 1-2 years, children start using expressive language through fast mapping and developing grammar intrinsically. Fostering language involves describing experiences, reading books, and engaging children in dialogue. Bilingualism and cultural influences are also addressed.
The presentation discusses the cognitive benefits of bilingualism based on research from neuroscience, psychology, education, and linguistics. It is believed that being bilingual increases cognitive load capacity, improves memory, and develops problem-solving skills from an early age. Bilingualism is also associated with enhanced executive function, which allows for better focus, attention, and problem-solving. Additionally, bilingualism may delay the onset of dementia by approximately 4 years and help compensate for cognitive decline later in life. The cognitive benefits of bilingualism are vast but still being researched.
ICE (Institute of Communicative English) is the pioneer institute in the field of Communicative English in schools and colleges. Over a period of time, after having taught in many schools and colleges has trained over thousands of students. ice (Institute of Communicative English) has established itself as an experienced, trusted, reputed, reliable, successful and the most preferred institute in the field of Communicative English. We provide quality education to students in schools and colleges through our unique and interactive techniques.
The document discusses strategies for teaching English as a second language (ESL) students in mainstream classrooms, including developing teachers' understanding of how language plays a central role in learning, providing support for ESL students across all subjects, and promoting school-wide approaches to meeting their needs. It also covers Michael Halliday's model of language and how the context of situation and culture influence language choices through variables like field, tenor, and mode.
This document contains an outline for an essay arguing that learning foreign culture is a good experience. The outline includes sections for the thesis statement, three topic sentences, and supporting details for each topic. The thesis states that learning a foreign culture is a satisfactory experience. The three topics are: 1) Making friends, 2) Knowing more about foreign culture, and 3) Introducing about superb Korea. For each topic, the outline includes an introductory sentence, 2-3 supporting details from personal experiences or sources, and a concluding transition sentence to the next topic.
Social class is reflected in language differences. Lower classes tend to use "restricted code" with limited vocabulary and grammar, while upper classes use "elaborated code" with complex syntax. This affects children's education and ability to advance socially. Immigrants without English skills also face economic disadvantages. Regional dialects associated with lower status can hinder opportunities unless one is also fluent in Standard English, the language of business, media, and education. Language skills are often passed down from parents, contributing to an intergenerational cycle of poverty and lack of social mobility.
This document summarizes a study on code-switching between Yoruba and English among bilingual students in Nigeria. The study investigated the reasons for code-switching, the influence of parents, teachers, and peers on students' language choices, and provided recommendations. Questionnaires were administered to 200 high school students from 4 schools. The results showed that students with less formal education code-switch more than those with more formal education. It also showed that most teachers code-switch in the classroom. Additionally, it revealed that the language used at home influences students' language use. The study concluded that code-switching can become a habit if not addressed, and discouraging its use informally could help communication.
En Voz Alta strives to further the developmental, educational, social and emotional growth of children with hearing impairment through education, advocacy and support.
Workshop from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
All of us need to communicate socially through our day – and it makes up a large part of what we do. We tell stories, chat, gossip and listen as others tell us about their weekends. Social communication is often estimated to be more than 50% of our daily conversation.
Many students who use AAC or students who have difficulties with communication have trouble with social communication. This often isolates them from others and creates difficulties with building social closeness.
This presentation will talk about some strategies for improving social communication, including visual scene displays, photo based storytelling and sequenced social scripts. The importance of small talk and using partner directed questions will be discussed – and research showing how crucial this is for people with disabilities to build their social networks will be covered. Use of technology, including speech generating devices and iPads to support students in this area will also be addressed.
Come along and have fun – and learn about helping students with complex communication needs to develop their social communication skills so that they can tell you about their day and tell everyone else all your gossip!
This document discusses the benefits of bilingual education programs. It highlights a teacher who sees students grow socially as they learn two languages and respect cultural differences. Research shows that bilingualism leads to higher cognitive skills, academic achievement, and job opportunities. Studies of over 2 million students found that English learners need 5-8 years of primary language education to close achievement gaps, and students in bilingual programs often outperform native English speakers. The goals of two-way bilingual immersion programs are to develop bilingualism, biliteracy, multicultural competence, and increase global, home and school community.
Bilingualism and Multilingualism_Sajeed MahaboobSajeed Mahaboob
This document provides an overview of multilingualism and bilingualism. It defines key terms like monolingual, bilingual, and multilingual. It discusses that 75% of the world's population speaks two or more languages and notes different types of multilingualism like additive and subtractive. The document also outlines benefits of being multilingual, ways language is acquired, degrees of bilingualism, contexts of language acquisition, and news related to research on bilingualism.
1. Early research from 1920-1960 associated bilingualism with cognitive deficiencies, lower IQ scores, and even mental retardation. Bilingual children were seen as having terms like "mental confusion" and being up to 3 years behind monolingual peers.
2. Later research in the 1980s established the Common Underlying Proficiency (CUP) model which found that bilingualism does not lead to cognitive delays and that both languages share a common foundation that supports cognitive development.
3. Bilingual education utilizes two or more languages for literacy and knowledge acquisition. The degree to which each language is used can vary between bilingual programs.
This document discusses a study examining the impact of different educational settings on the language, identity, and self-esteem of deaf youth ages 16-20. Preliminary results from interviews and assessments show variations in deaf identity and language between groups, and that access to education for deaf students in mainstream settings needs improvement. Further data collection and follow up is planned to analyze outcomes over time.
Children can be empowered to match what they know best, speech, with what they need to learn to read, print. The ability to connect individual sounds with letter representations is a powerful predictor of future reading and spelling skills. Activities from the online BUILDING BLOCKS program that strengthen letter naming, recognition, and the sound-to-letter correspondence will be shared.
Reading with children provides valuable opportunities for enriching vocabulary, comprehension, and conversation. Viewers will learn strategies for maximizing these foundational skills through shared book reading. They will also find out how to increase children's understanding of concepts of print, how books work, and the wonders of letters and words on a page. Activities from the online BUILDING BLOCKS program that can help prepare children to become motivated, equipped, and successful readers will be demonstrated.
Making Connections: Engaging Students in Language, Literacy, and Global IssuesFacing the Future
This new research-based textbook helps students develop English language skills through highly engaging real-world investigations of current global issues. Designed for intermediate-level English language learners and striving readers, Making Connections combines language learning with opportunities for students to think critically about sustainable solutions for community development, environmental issues, quality of life, peace and conflict, and more. Aligned with education standards, this textbook includes nine chapters with lessons that have been reviewed and field tested by content experts, teachers, and students.
How students present with a specific learning disability09002472
Children with dyslexia or specific learning disabilities appear bright in subjects not involving reading or writing. However, when asked to read or write, they are often years behind peers and try to avoid it. They may display bad behavior or do minimal work. Many view themselves as "dumb" and have low self-esteem.
Phonological awareness, the insight that our spoken language can be broken up into individual parts, is one of the strongest indicators of future reading success. Viewers will learn how to use explicit play-based strategies and songs from the online BUILDING BLOCKS program in everyday situations to encourage children's understanding of rhyme, syllable, and sound awareness and build strong early literacy skills.
This document discusses assistive technologies for library users who are deaf or hard of hearing. It begins with definitions of deafness and disability. It then discusses identifying characteristics of different groups within the deaf community, including those who are culturally Deaf, deafened, hard of hearing, and deafblind. The document reviews laws like the ADA that impact library services for the deaf. It provides an overview of current technologies used in libraries like TTY/TDD, video relay services, closed captioning and sign language interpreters. It also presents guidelines for libraries to provide inclusive services and collections for deaf patrons. Emerging technologies discussed include internet protocol relay and video relay services.
The document discusses the benefits of learning and using the English language. It notes that English is widely spoken globally and can improve students' communication skills and confidence when speaking. Some of the key benefits mentioned include increased job and educational opportunities internationally, the ability to socialize and travel more easily in English-speaking places, and access to global media and entertainment in English. The document also explores different varieties of English and considers which may be most useful depending on a learner's goals and location.
Doing digital multimodal composing on English for specific purposes coursescahafner
The document discusses doing digital multimodal composing in English for specific purposes courses. It provides an overview of emerging needs of ESP learners, digital multimodal composing, and research findings and evaluation. It defines digital multimodal composing as going beyond traditional writing forms to include other modes made available by digital media like videos, infographics, posters and brochures. Benefits of digital multimodal composing include meeting real-world learner needs, enhancing language teaching strategies, engaging students with authentic audiences, and increasing learner autonomy.
The document summarizes key points about language development from birth to age 2. It discusses how language develops through social interactions, innate abilities, and imitation. As infants develop receptive language, they begin to understand words and respond to tone and pitch before meaning. Between 1-2 years, children start using expressive language through fast mapping and developing grammar intrinsically. Fostering language involves describing experiences, reading books, and engaging children in dialogue. Bilingualism and cultural influences are also addressed.
The presentation discusses the cognitive benefits of bilingualism based on research from neuroscience, psychology, education, and linguistics. It is believed that being bilingual increases cognitive load capacity, improves memory, and develops problem-solving skills from an early age. Bilingualism is also associated with enhanced executive function, which allows for better focus, attention, and problem-solving. Additionally, bilingualism may delay the onset of dementia by approximately 4 years and help compensate for cognitive decline later in life. The cognitive benefits of bilingualism are vast but still being researched.
ICE (Institute of Communicative English) is the pioneer institute in the field of Communicative English in schools and colleges. Over a period of time, after having taught in many schools and colleges has trained over thousands of students. ice (Institute of Communicative English) has established itself as an experienced, trusted, reputed, reliable, successful and the most preferred institute in the field of Communicative English. We provide quality education to students in schools and colleges through our unique and interactive techniques.
The document discusses strategies for teaching English as a second language (ESL) students in mainstream classrooms, including developing teachers' understanding of how language plays a central role in learning, providing support for ESL students across all subjects, and promoting school-wide approaches to meeting their needs. It also covers Michael Halliday's model of language and how the context of situation and culture influence language choices through variables like field, tenor, and mode.
This document contains an outline for an essay arguing that learning foreign culture is a good experience. The outline includes sections for the thesis statement, three topic sentences, and supporting details for each topic. The thesis states that learning a foreign culture is a satisfactory experience. The three topics are: 1) Making friends, 2) Knowing more about foreign culture, and 3) Introducing about superb Korea. For each topic, the outline includes an introductory sentence, 2-3 supporting details from personal experiences or sources, and a concluding transition sentence to the next topic.
Social class is reflected in language differences. Lower classes tend to use "restricted code" with limited vocabulary and grammar, while upper classes use "elaborated code" with complex syntax. This affects children's education and ability to advance socially. Immigrants without English skills also face economic disadvantages. Regional dialects associated with lower status can hinder opportunities unless one is also fluent in Standard English, the language of business, media, and education. Language skills are often passed down from parents, contributing to an intergenerational cycle of poverty and lack of social mobility.
This document summarizes a study on code-switching between Yoruba and English among bilingual students in Nigeria. The study investigated the reasons for code-switching, the influence of parents, teachers, and peers on students' language choices, and provided recommendations. Questionnaires were administered to 200 high school students from 4 schools. The results showed that students with less formal education code-switch more than those with more formal education. It also showed that most teachers code-switch in the classroom. Additionally, it revealed that the language used at home influences students' language use. The study concluded that code-switching can become a habit if not addressed, and discouraging its use informally could help communication.
En Voz Alta strives to further the developmental, educational, social and emotional growth of children with hearing impairment through education, advocacy and support.
Workshop from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
All of us need to communicate socially through our day – and it makes up a large part of what we do. We tell stories, chat, gossip and listen as others tell us about their weekends. Social communication is often estimated to be more than 50% of our daily conversation.
Many students who use AAC or students who have difficulties with communication have trouble with social communication. This often isolates them from others and creates difficulties with building social closeness.
This presentation will talk about some strategies for improving social communication, including visual scene displays, photo based storytelling and sequenced social scripts. The importance of small talk and using partner directed questions will be discussed – and research showing how crucial this is for people with disabilities to build their social networks will be covered. Use of technology, including speech generating devices and iPads to support students in this area will also be addressed.
Come along and have fun – and learn about helping students with complex communication needs to develop their social communication skills so that they can tell you about their day and tell everyone else all your gossip!
This document discusses the benefits of bilingual education programs. It highlights a teacher who sees students grow socially as they learn two languages and respect cultural differences. Research shows that bilingualism leads to higher cognitive skills, academic achievement, and job opportunities. Studies of over 2 million students found that English learners need 5-8 years of primary language education to close achievement gaps, and students in bilingual programs often outperform native English speakers. The goals of two-way bilingual immersion programs are to develop bilingualism, biliteracy, multicultural competence, and increase global, home and school community.
Bilingualism and Multilingualism_Sajeed MahaboobSajeed Mahaboob
This document provides an overview of multilingualism and bilingualism. It defines key terms like monolingual, bilingual, and multilingual. It discusses that 75% of the world's population speaks two or more languages and notes different types of multilingualism like additive and subtractive. The document also outlines benefits of being multilingual, ways language is acquired, degrees of bilingualism, contexts of language acquisition, and news related to research on bilingualism.
1. Early research from 1920-1960 associated bilingualism with cognitive deficiencies, lower IQ scores, and even mental retardation. Bilingual children were seen as having terms like "mental confusion" and being up to 3 years behind monolingual peers.
2. Later research in the 1980s established the Common Underlying Proficiency (CUP) model which found that bilingualism does not lead to cognitive delays and that both languages share a common foundation that supports cognitive development.
3. Bilingual education utilizes two or more languages for literacy and knowledge acquisition. The degree to which each language is used can vary between bilingual programs.
The document discusses various definitions and issues related to bilingualism. It defines different types of bilingualism such as coordinate bilingualism, compound bilingualism, early bilingualism, and late bilingualism. It also addresses debates around whether learning two languages confuses children or not. Specifically, it notes that young bilingual children may mix the two languages but this is usually a temporary phase and does not mean the child is confused by learning both languages.
Bilingualism, code switching, and code mixingMuslimah Alg
This document discusses various linguistic phenomena that occur in multilingual communities, including bilingualism, code-switching, code-mixing, and borrowings. It provides definitions and examples of each. Bilingualism involves speaking two languages, while code-switching is switching between languages in conversation. Code-mixing involves rapidly switching codes within a single sentence. Borrowings occur when a word is adopted from one language due to no equivalent in the other.
1. The document discusses various definitions and approaches to studying bilingualism, including at the linguistic, psycholinguistic, sociolinguistic, and neurolinguistic levels.
2. It addresses debates around whether bilingual children have separate or unitary language systems. The unitary hypothesis is that children initially have one language system that later differentiates, while the separate systems hypothesis is that children differentiate languages from the beginning.
3. The document also examines debates around whether language mixing in bilingual children indicates confusion or a sophisticated use of both language systems influenced by community patterns of language use.
Bilingualism refers to proficiency in two or more languages. About half the world's population is bilingual. Children can become bilingual by acquiring two languages simultaneously from birth or learning a second language after mastering the first. Bilingualism exists on a spectrum from balanced proficiency in both languages to dominance in one. Being bilingual provides cognitive advantages such as better concept formation and analogical reasoning skills.
Ten Key Factors that Influence Successful Bilingualism and MultilingualismSjoerd Heeringa
This document summarizes key factors that influence successful bilingualism and multilingualism. It discusses 10 factors: 1) timing and windows of opportunity for language learning, 2) aptitude, 3) motivation, 4) strategy, 5) consistency, 6) opportunity and support from home, school and community, 7) relationships between languages, 8) siblings, 9) gender, and 10) hand dominance. It also discusses the importance of backward design in lesson planning, focusing on identifying desired learning outcomes, appropriate assessments, and developing lessons to meet those outcomes. School influences on language learning include the role of the teacher, their qualifications and training, and using student-centered teaching approaches.
This document discusses bilingualism, multilingualism, and strategies for acquiring multiple languages. It defines bilingualism as the ability to speak two languages and identifies three types of bilingual acquisition: sequential, simultaneous, and coordinate. Multilingualism is defined as using or promoting multiple languages and brings benefits like cognitive advantages and improved employment prospects. The document also outlines five strategies that can help teachers support multilingual students, such as incorporating home languages, teaching anchor words, using visuals, and layered questioning.
Guía educación Bilingüe para padres / Bilingual Education Guide for parentsBaby Erasmus
Esta guía trata de mostrar a los padres en qué consiste el aprendizaje precoz de un segundo idioma y como pueden ayudar a sus hijos a ser bilingües. Esta guía también aporta recursos educativos e ideas que los padres pueden utilizar con sus hijos en diferentes idiomas.
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This document is an English project submitted by Dhruv Goyal on the topic of "Mother Language". The project includes an acknowledgement, certificate, objective, materials required, action plan, chapters on "Mother Language" and "The Last Lesson", a questionnaire and its report, inferences, conclusion, reflections, and future scope. It discusses the importance of mother language in one's upbringing and identity. A survey was conducted through a questionnaire to understand people's use and connection to their mother language in various contexts. The inferences indicate that while families predominantly use mother language, its use is declining in professional settings due to societal pressures and the dominance of English as a global language.
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1. Why bilingualism is important
All hard of hearing
children must early
!
in their life be given
the opportunity to
learn both a national
Sign Language and
their native spoken
language so that they,
later on in life, can
choose what type of
communication they
want to use.
That is real freedom
of choice.
2. The language equation
Who are you without a language? It is a breath-
taking question. Accessibility to language is
fundamental for social interaction, personal
development and abstract thinking. Developing a
language during childhood occurs unconsciously
and automatically. But everyone who has been
struggling with vocabulary, late night classes and
” phrase-books, knows that it becomes harder to
learn a language later on in life. Nor is it necessarily the
case that the language one develops as a teenager
or adult, can be maintained at the same level as the
one that develops from an earlier age.
Bilingualism, for a person with reduced hearing,
Native spoken means that she or he can master – and need – both
a national Sign Language and a native spoken
language language. To be bilingual increases an individuals
+ ability to participate in society by being able to
switch between the two languages.
National Sign
Language Bilingualism enables for children and young people
with reduced hearing to participate in everyday
= life, to be independent and also gives them the
”
opportunity to develop on their own terms. We
Participation believe that all hard of hearing children should be
given an opportunity to learn both a national Sign
Language and a native spoken language early on
in their lives.
3. My bilingualism makes it possible for
me to use Swedish Sign Language
interpreters during classes. It gives
me a sense of security, because I can
easily follow what is being said and
”
I don’t have to be afraid of missing
out on information.
– Heléne, 23, hard of hearing since childhood, social studies-student
4. Why bilingualism?
Sometimes it is hard for me to It is important to have a life long perspective when
hear everything that is being it comes to people with reduced hearing. It is
said, and then it’s good to impossible to predict what good technical hearing
know Sign Language. I always aids can do for a particular child in the future, or
use Sign Language on the in which situations his/her hearing ability isn’t
subway for example because
enough. For instance, what works in the classroom
of the noise. At home and at
school I speak Swedish, but I may not necessarily work during recess, in the
use Sign Language with my woodwork room or at a café.
”
deaf and hard of hearing
friends. It is perhaps first at the transition point from
upper secondary school to university or further
- Emma, age 13, uses cochlear into working life, that technical hearing aids are
implants and goes to a class for no longer sufficient to allow meaningful participa-
children with reduced hearing
tion in a discussion, a group project or a meeting.
Having to learn a national Sign Language at that
stage in order to be able to use an interpreter is for
a majority of individuals not an easy option. The
right to a bilingual upbringing is essential in order
to guarantee participation and access in a wide
range of situations, both in the present and in the
future.
We advocate that all hard of hearing children are
given the opportunity to learn both a national Sign
Language and a native spoken language in order
that they can at a later stage in life themselves make
appropriate choices about what language to use.
5. Bilingualism and education
At the playground, the dress-up box or during hide
and seek, is not always oral communication that
matters. But when a child starts school, conversations
with classmates start to play a more central role. When
a child has reduced hearing a lot of his/her energy
is spent on reading lips and trying to hear what is
being said. Today’s modern teaching that emphasizes
group projects and discussions, unwittingly leads to
less participation for hard of hearing students and
not surprisingly many of them complain of head ache
and tiredness after a school day.
In the special schools for deaf or hard of hearing
students education is provided in Swedish Sign
Language and with the help of hearing technical
”
aids. Today the student groups in these settings are
quite different compared to earlier on since many
deaf children are operated with cochlear implants. A lot of hard of hearing stu-
As a result there is a decrease in the number of deaf dents complain of headache
children in the special schools. and tiredness after a day in
school. Swedish Sign Language
It is important that the special schools continue to is a much more intelligent
”
provide education in a bilingual environment that solution compared to pain-
meets the children’s needs. Those students who are killers.
integrated in a class with hearing students should
have the opportunity to regularly visit the special
schools in order to keep in touch with Swedish
Sign Language.
6. Bilingualism after school
Striking numbers In the classroom it is usually possible for a person
It is only about 10 percent of with reduced hearing to participate, with the help
hard of hearing high school of technical hearing aids. But the situation is quite
students who go on into college different when one is hanging out with friends in
and university, compared to a café or at the swimming pool. To be able to go
45 percent of the hearing to a noisy café, and communicate in Swedish Sign
high school students. One Language with your friends is a major advantage
in five students with redu- - it makes it possible to concentrate on communi-
ced hearing does not have cating instead of hearing. Hearing aids and water
a passing grade in the core is not a good combination! It is really hard to hear
”
subjects Swedish, mathe-
matics or English.
at an indoor swimming pool where the acoustics
are generally poor. To be able to use Swedish Sign
- Information from the 2007 Language there, or to engage a Swedish Sign
annual report from the Language interpreter to be able to take part in a
Swedish Association of Hard
of Hearing People swimming class enables participation.
To know Swedish Sign Language is also an advan-
tage at the workplace, even if ones’ colleagues can
hear. It does not matter how accommodating ones’
fellow workers are, it can be hard to get a technical
solution that functions well during, for example,
meetings. To know Swedish Sign Language and be
able to use a Swedish Sign Language interpreter
during such occasions is an effective solution for
hard of hearing people.
7. We have never seen any opposition
between Swedish and Swedish Sign
Language, we feel quite the opposite
since the languages help each other
to develop. Emma’s first language is
Swedish but we are convinced that
she speaks as well as she does thanks
”
to her early access to Swedish Sign
Language.
– Ulf, dad to Emma who has cochlear implants
8. Problems and solutions
Double use Option to choose
For children who have a Problem: One sometimes hears that it is possible
severe hearing reduction it to learn a national Sign Language if one wants to,
can be difficult to start spea- and that it is freedom of choice that determines the
king a native language. Sign learning. But in reality it is the hard of hearing child’s
Language can step in and be parents who decide if their child should have access to
a launching pad to help get a Sign Language or not. What happens if the parents
the native spoken language lack commitment – or the knowledge – to take up the
going. A native spoken langu- fight for their child’s right to bilingualism?
age and a national Sign Lang-
uage therefore benefit one Solution: Stop the option! A national Sign Lang-
another in a linguistic com- uage is a must alongside the native spoken language.
”
municative development. All hard of hearing children should be given the
opportunity to learn both a national Sign Language
and a native spoken language.
TUFF
Problem: In Sweden we have an ordinance called
TUFF that gives parents and siblings of hard of
hearing children the right to government funded
Swedish Sign Language education. But TUFF does
not include the hard of hearing child itself; para-
doxically this child has no legal right to learn Swedish
Sign Language.
Solution: Toughen the law! Make an amendment
that will give all hard of hearing children and adults
the legal right to Swedish Sign Language education.
Such a law must also be much more encompassing
then the one we have today.
9. Problems and solutions
Sign language environments
Problem: Today there is no clear organisation for
how hard of hearing children and young people
should have access to Swedish Sign Language
environments. That is the case especially for
children attending mainstreamed classes with
hearing children.
Solution: The National Agency for Special Needs
Education and Schools in Sweden should have
”
the responsibility for Swedish Sign Language
education and make sure that there is a possibility
to have access to Sign Language environments. How does it sound?
Resource centers should be created where students Every hard of hearing person is
who attend mainstreamed classes should be able unique and it can be difficult
to meet other hard of hearing children not least to explain how one perceives
in order to have access to Swedish Sign Language. sound. Hearing aids do not
The responsibility for the development of Swedish only help you with hearing
Sign Language should fall on the Swedish audi- what you want to hear, but
tory rehabilitation, where Swedish Sign Language rather also enhance back-
should be an integrated natural part of the services. ground sounds.
As a result of that when you
are in a classroom for example,
you hear the noise from the
classmates chairs as clearly
”
as the teacher’s voice.
10. A new language law
On July 1st 2009, a new language law was adopted
in Sweden. The law states that Swedish is the main
language in Sweden. This means that Swedish is
the common language in our society and that all
residents in Sweden should have access to it and
that it will be used in all areas of society. Swedish
Sign Language is also included in the law together
with other national minority languages and the
state has a special responsibility to protect and
” promote this group of languages as well.
The state also has a responsibility for individuals’
access to language. Anyone who is in need of
Swedish Sign Language will have the opportunity
to learn, develop and use Swedish Sign Language.
Within the framework of the
new Swedish Language law, it The Swedish school system
is stated that the state has a The Swedish school system consists of kinder-
responsibility to protect and
garten, preschool, primary school, secondary school,
promote Swedish Sign Langu-
age. Anyone who is in need upper secondary school and university. Education
of Swedish Sign Language will is organized either in the public sphere (state,
have the opportunity to learn, municipality or county) or privately driven (so-
”
develop and use Swedish Sign called independent schools) or as a private school.
Language. The responsibility for the school system is divided
between the state and the municipality in Sweden.
The state decides on the overall legislation, the
curriculum, training teachers and supervises the
running of the schools.
11. The National Agency for Education is the agency
that regulates the educational system. The muni-
cipalities are responsible for the content of the
education and for ensuring that all residents have
the right to education.
Finally
This is a brochure about how bilingualism can enable
hard of hearing children and young people access
in schools and in society at large. The solutions we
”
present in this brochure are morally, socially and
economically justified. We advocate that all hard of
hearing children, will be given the opportunity to We advocate that all hard of
learn both a national Sign Language and a native hearing children, will be given
spoken language from an early age in life. the opportunity to learn both
a national Sign Language and
a native spoken language
”
It is important to create opportunities so that
from an early age in life.
individuals are equipped to meet lifes challenges
- bilingualism leads to access in the longer run.
To make this possible an amendment is required
in Sweden so that all hard of hearing people have
the right to Swedish Sign Language education. Questions and orders for the
This implies that society provides Sign Language brochure, please contact: Hard
environments during the children’s growing up and of Hearing Young People, www.
uh.se, kansli@uh.se
school years. Native spoken language + national
Sign Language = participation. That is what our Translation & layout: UH inhouse
language equation looks like. Printed: Ljungbergs, Klippan, 2009
12. Cooperation in Sweden
Since the 1970s, DHB, HRF and SDR have collaborated. In the mid-1980s
FSDB joined this collaboration. During the 2000s the group has expanded
to include the youth organisations: DBU, UH and SDU, and also the adult
organisations: VIS and Barnplantorna, the Swedish organisation for children
with cochlear implant.
Today there is close cooperation and consensus on most issues between our
organisations. We see this cooperation as a strength, with our diverse expe-
riences, to create a society that is accessible, offers participation and equality for
our common target audiences.
This brochure is a the result of a collaborative effort
between the following organisations:
The Swedish Association
of Hard of Hearing People
The Association The Swedish The Swedish The Swedish National
of Sweden’s Association of Hard National Association Association for Deaf,
Deaf-blind of Hearing People of the Deaf Hearing-Impaired and
Language-impaired
children
Deaf-blind Hard of Hearing Swedish Deaf The Swedish National
Young people Young People Youth Association Association of the
Late Deafened