CH 5 Language Development Language Diversity and Immigrant Education

• Culture creates words for the concepts that are important to them.
• Children develop language by trying to make sense of what they hear, looking for patterns, and making up rules
• Reward and correction play a role in learning correct language use

By age 5, most children mastered sounds of their native language

By 6, 20,000 words are understood and 2,600 are used

As they develop an understanding of grammar, they may apply new rules too widely

Passive voice develops after understanding active voice

Pragmatics=how to use language-when, where, how, and whom to speak

Metalinguistic awareness=knoweldge about own use of language and how language works beings at age 5 or 6

Two broad categories

Understanding sounds and codes like knowing letters have names, sounds are associated with letters, and words are made up of sounds

Oral language skills such as expressive and receptive vocabulary, knowledge of syntax, and the ability to understand and tell stories

Inside-out skills= ability to decode units of print into units of sound and units of sound into units of language

Support by reading with children, retelling stories and talking about them, and limiting time spent watching tv

Adequate opportunities in both languages

Cognitive advantages to learning more than one

retain heritage

Goal balanced bilingualism

Speak two languages

use two languages effectively in their daily adult life and includes being bicultural

Face to face communication and academic uses of language

Affect developing academic English and content understanding

example: Asians are afraid to ask questions because it's rude

Varied language spoken by a particular group

Dialect is part of group's collective identity

Being sensitive to own possible negative stereotypes

Ensure comprehension by repetition and using different words

Focus on understanding students and accept their language as valid 

Teach alternative forms of English

Immigrant=people voluntarily leave country

Refugee=fleeing home country because it's not safe

melting pot=assimilation and lose cultural roots

multiculturalism=celebrate cultural diversity

Balanced bilinguals=speak, read, write well in both languages

Monolingual/literate=literate in native language but speak limited english

Monolingual/preliterate=not literate.  limited literacy skills

Limited bilingual=can converse well in both

students whose characteristics, educational experiences, and language fluencies are somewhere in between those born in the US and recent immigrants.  

not born in US but spent most of life here

Academic English may not be great

Ear learners

LEP=limited english proficient

ELL=English language learners (primary language isn't english

ESL=classes taht teach English

lower academic achievement and poorer job prospects

Don't force students to abandon their first language

more proficient in first language, faster they will master second language

Teaches ELLs by putting words and concepts of the content into context to make the content more understandable

• Strategies
• Simplifying and controlling language
• Giving attention to the relevant grammar and forms of English
• Using visuals and gestures
• Real life supports and examples

Build on cultural knowledge to make classroom more supportive and teaching effective

• Use best teaching approaches
• Incorporate sheltered instruction to develop subject matter and English language development
• Refer student to observation and testing