Bilingualism Session 3 Agenda Language difference Bilingualism and

Bilingualism Session 3

Agenda Language difference Bilingualism and culture Code switching Paths to bilingualism Strategies to enhance bilingualism Bilingualism assignment

What is Academic English Dialect Language Accent other than English

Group discussion Share with other group members how rules in non English language are different from English Do you write exactly the same way as you speak? Do you have certain sounds that English doesn’t have? Does English has some sounds that your language doesn’t have? How is the order of words in the sentence? Does verb change with gender or other conditions related to nouns?

Language differences Subject- verb agreement Gender and verb relation Plural and singular verbs Specific connotations Subject and verb arrangement Tense and verb relation Cultural significance of language

I was speaking Spanish until I started kindergarten. I don’t know what happened but slowly I lost it. I stopped communicating with my parents in Spanish. Now I understand what they say but can not express myself in Spanish. When I go to Mexico my family laughs at me as I can’t speak proper Spanish. I can’t talk to my grandparents who know only Spanish. I have lost connection to my family. I feel like an outsider. I am neither here nor there…………

Bilingualism goes beyond language What does it mean?

Special considerations for multilingual programs We MUST support each and every child’s home language, And we must help them learn English Without sacrificing any of the important learning that happens in ECE!

Says Who? NAEYC � TESOL (Teachers of English to Speakers of Other Languages) � CEC-DEC (Exceptional children) � OHS (office of head start) � NABE (National Association for Bilingual Education) � State guidance such as TX, CA, MA

GD Have you worked with bilingual children? What are their characteristics/ behaviors when it comes to language development? How does it feel? (Speak in other language)

What should teachers know? The process of first language development Language experiences and practices of English learners During the preschool years, children are in process of developing their languages How to incorporate cultural differences into language use within their daily routine

The process of first language development, sounds, words, sentences Language experiences and practices of English learners ( some communities parents are actively involved in talking to their children, reading to them. Some communities adults don’t talk children directly. Children learn language by picking the overheard phrases. Some communities teach their children social rules of communication, adult speech early on. Children who were asked very obvious answer questions did not answer all the time)

During the preschool years, children are in a process of developing their languages They communicate effectively their needs to others around them They articulate most of the sounds in their language They follow the grammatical pattern around them Large vocabulary Use language creatively

Difference between monolingual and DLL Different developmental pathways: Different levels of exposure to languages Opportunities to code switch (language mix) Greater demands on memory: Two sets of grammar rules, two sets of sounds and two sets of vocabulary Development within two (or more) cultures

Advantages of bilingualism Communication: wider communication networks, literacy in two languages, metalinguistic awareness Cultural: broader enculturation, deeper multiculturalism, two language words , greater tolerance, less racism Cognitive: thinking, memory, brain plasticity Character: raised self-esteem, security in identity Curriculum: ease in learning third language Financial: greater employment opportunities

Paths to bilingualism Simultaneous bilingualism Successive bilingualism Receptive bilingualism

Simultaneous bilingualism Process of learning two languages within the same span of time, starting before age 3 Children develop in both languages Equally balanced knowledge is rare and hard to achieve What happens in the brain? How many of you learned two languages this way? Have you seen children doing this? What happens?

Video clip Title 3 What you should not assume about bilingual children?

Successive bilingualism Process of learning a second language after having reached at least basic mastery in the first language By age 3, most children have acquired most aspects of oral language How many of you learned second language this way? What are the possible obstacles to this?

Stages in learning a second language Home language stage Observational/ listening stage Telegraphic/ formulaic speech stage Fluid language use stage

Home language stage When child is in a place where language other than the home language is spoken, she may still use her home language to communicate Slowly, she will use it only with those people who use the same language

Observational and listening stage The child may chose to be quiet and connect language The child will observe and listen. More of a receptive stage than expressive Think about going to a new place

Telegraphic/ formulaic speech stage Child uses a few content or function words Can you think about some words that we use often in the school?

Video clip Title 4 What are the stages of successive bilingualism?

Fluid language use Demonstrates understanding of rules of the English language Uses new language more creatively Social and academic English

Receptive bilingualism Process of learning a second language but don’t have enough opportunities to speak More receptive language than the expressive

Take two minutes Talk to your partner in the language that they don’t know ( one minute) Reverse roles If you don’t know second language, use gibberish but with meaning. Don’t use any gestures

Same groups Now tell the same story (2 minutes) This time speak slowly. Pause for understanding. Use gestures, non – verbal communication. You may use one/ two keywords in English Get feedback from your partner

Group sharing How is this experience connected to children? First language: Second language:

Midterm Next week, we start at 6: 30 Bilingualism is not for midterm.

Felt story assignment Due We on April 6 th. No make ups. will also start Effective group times that day

Bilingual assignment Go over the documents posted on Angel for this assignment I will discuss it after the spring break

Strategies to support second language acquisition Honor the home language Create a climate of belonging Provide scaffolds Focus on children’s interests Encourage peer support

Honor the home language Encourage parents to use home language at home Connection to their culture and the world Use a few phrases from their language Labels in various languages at least for the main areas

Consistency between home and school Many time teachers tell parents to use school vocabulary and practices at home but forget to bring into the classroom the rich practices, tools that already exist at home. ( The reading teacher)

Video clip For all these video clips write all the strategies that are used to facilitate

Bilingual case study

Create a climate of belonging When the home language is respected then the child feels important Children need to feel secured , valued to practice new language Providing areas where they can take a break from learning a new language http: //www. languagecastle. com/2011/ 09/tips-translating-materials-

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Provide scaffolds Mix non verbal communication , gestures with language Use music and movement Expanding Pumpkin example in the video What if the teacher talks about Halloween but is holding onto the pumpkin? http: //www. languagecastle. com/2014/10 /fast-5 -gamechangers-build-languagequality-dlls/

Video clip Note down the strategies

Focus on children’s interest Talking to them Observing them Showing them objects and asking them questions Open ended questions

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Encourage peer support Creating buddies ü Pairing same language kids but with varying English abilities Pairing English speaking with non – English speaking child

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Code switching Can be defined as the use of two or more languages in the same stream of talk. It’s an ability to alternate between two language systems in a conversation.

Code switching is a natural process for bilingual children Children switch the languages but also change the rules accordingly Avoid side by side translation (why? ) Read bilingual books that illustrate code switching