Effective Strategies for Bilingual and English Language Learners

Effective Strategies for Bilingual and English Language Learners Early Childhood Summer Event Sponsored by Region 10 ESC June 24 and 25, 2015 Rossana Ramírez Boyd, Ph. D. Bilingual/ESL Teacher Certification Programs 1

Session Objectives Participants will be able to: 1. Synthesize the process of first and second language acquisition. 2. Articulate linguistic, academic, cultural , and socio - cognitive considerations when educating bilingual and English learners to age five. 3. Practice effective strategies to promote the development of language and content. 2

The process of first and second language acquisition First language acquisition Second language acquisition An instinct, triggered by birth Babbling (8 to 12 months) A personal choice, requires motivation Very rapid One or more words (12 to 36 months) Varies Complete Phrases and some complete sentences (36 months to 5 years old) Competence can be achieved Natural (no instruction) Natural or guided Formal instruction is required 3

Babbling 4

One or more words 5

Phrases, complete sentences 6

What affects second language acquisition? Dr. Stephen Krashen’s hypotheses • (Comprehensible Input Hypothesis) La hipótesis de la retroalimentación • (Affective Filter) El filtro afectivo • (Natural Order) El orden natural • (Motivation) La motivación 7

Activity 1 Brainstorm actions/activities that can be implemented to assist children in developing their second language based on each of the following: • Comprehensible =_________________ • (Affective Filter)=__________________ • (Natural Order) = __________________ • (Motivation) = ___________________ 8

BICS and CALP Dr. Jim Cummins Basic Interpersonal Communication Skills (BICS) Cognitive Academic Language Proficiency (CALP) 9

Common Underlying Proficiency (CUP) Model of Bilingualism • Jim Cummins believes that while learning one language, a child acquires a set of skills and knowledge that can be drawn upon when learning in another language. • This Common Underlying Proficiency (CUP) provides the basis for the development of the first language (L 1) and the second language (L 2). 10

Other research The relationship between first and second language acquisition suggests that access to bilingual programming can assist dual language learners (DLLs) in their language and literacy development (August & Shanahan, 2006). For example, research with Spanish-speaking bilingual children has shown that first language skills and growth in Spanish contribute to the development of reading skills in English (Hammer, Lawrence, & Miccio, 2007; Rinaldi & Páez, 2008). 11

Activity 2 Work in your group to come up with an answer to this question. Choose one group representative to report to the group as a whole after. In your opinion, what should an effective early childhood program look like for bilingual children? 12

Anatomy of a High Quality Early Childhood Program for Bilingual and English Language Learners • Has qualified instructional staff. • Bilingual and non-bilingual staff are knowledgeable about how bilingual children develop and learn. • Uses a curriculum that supports the development of content, first, and/or second language acquisition. • Uses bilingual materials and books. 13

Anatomy…… • Uses an instructional approach that promotes bilingualism and biliteracy (Ex. One way or two way dual language). • Uses culturally responsive practices. • Practices ongoing assessment. • Engages the families. 14

Linguistic considerations when educating young bilingual and English learners • Will have different characteristics and language proficiency levels in English and in their native language. • May have difficulties communicating, following directions, expressing ideas and feelings, and responding to questions consistently because of the lack of English language proficiency. • Need to help them develop academic English. For example, explicit instruction of the academic language related to basic mathematics concepts and skills. 15

Cross-linguistic Transfer There is a positive transfer between L 1 and L 2 in several areas: • phonemic awareness; • decoding through phonics and word recognition strategies; and • the use of cognates and general comprehension strategies. 16

Academic • The use of children’s first language in instruction leads to higher social, cognitive, and academic achievement levels for bilingual learners (García, Kleifgen, & Falchi, 2008). • The goals of the language of instruction approach used. 17

Instructional Process for Biliteracy Development Primary-language Content-area Knowledge Primary-language Oral Proficiency and Literacy Skills er sf ran T Tra nsf er Content Area Instruction (Introduced in L 1 & reinforced in L 2) English Language Development er sf ran T Tra nsf er Continuation of Primary-language Instruction for Literacy Content-area Knowledge English Language Proficiency & Literacy Primary-language Literacy 18

National Data on Most Effective Programs (Standardized Reading Scores) = average Reading score of native English speakers (Thomas & Collier, 2002) 19

Socio-cultural • May be the child’s first time in a different sociocultural environment than their family’s. • Will bring different family and community experiences to the classroom. • Children’s participation in the classroom will promote socio-cultural development. 20

Emotional • May feel withdrawn • Insecure • Under stress 21

Activity 3 In your experience, what linguistic, academic, socio-cultural, and emotional characteristics have you observed in bilingual and ELL children at your school? 22

Effective strategies to promote the development of language and content • Provide focused small‐group activities. • Peer-assisted interventions. • Explicit instruction of vocabulary instruction and phonological awareness. • Repeated exposure to specific words opportunities for children to use these words multiple times. 23

Effective Strategies • Using read-alouds and direct teaching of core vocabulary, using the primary language. • Using pictures of vocabulary words to illustrate word meanings (Roberts and Neal 2004). • Using hand puppets. • Using game-like activities to illustrate concepts and actions. • Engaging children physically (Pasnak, 2006). 24

Effective strategies • Offering multimedia--‐enhanced instruction in the form of videos for vocabulary instruction with non-fiction texts (Silverman and Hines 2009). • Using materials with familiar content to promote comprehension and facilitate learning new concepts. and skills (Kenner 1999). • Singing songs • Story telling • Role plays 25

Strategies to Promote Biliteracy • Display the Alphabet in both languages, • Classroom labels in both languages (includes shelves, supplies, etc. ), • Student’s work displayed in both languages, • Use of bilingual pairs and bilingual groups for instruction, • Integrate listening, speaking, reading and writing activities. 26

Strategies for Reading Instruction • Combine whole classroom work, individual tasks, partner activities, small group discussions, individual learning, • Write and read about experiences of home, family and community, • Plan instruction around themes to maximize opportunities for students to acquire language and concepts. 27

Benefits of Biliteracy and Bilingualism • Provides students access to academic content, • Allows students to have meaningful social interactions with their peers and adults, • Provides access to the students’ prior knowledge and experiences and connects their prior knowledge to current lessons, • Promotes first and second language development. 28

Activity 4 In pairs, choose one of the activities mentioned before to role play it to the group as a whole as if you were teaching to pre-school bilingual children. This can be in English or in another language. Ex. A song, telling a story, a game for vocabulary development, physical activity, phonemic awareness, etc. 29

Percent of Population Growth and Projected Population Growth by Race/Ethnicity, Texas Source: U. S. Census Counts, and Texas State Data Center 2008 Population Projections, 0. 5 Scenario 30

Projected Racial and Ethnic Percent, Texas, 2000 -2040 Source: Texas State Data Center 2008 Population Projections , 2000 -2007 Migration Scenario 31

Session Objectives Participants will be able to: 1. Synthesize the process of first and second language acquisition. 2. Articulate linguistic and cultural considerations when educating bilingual and English learners to age five. 3. Practice effective strategies to promote the development of language and content. 32

For additional information contact: Dr. Rossana Boyd Tel. 940 -391 -4800 Rossana. boyd@unt. edu Bilingual and English as a Second Language Education 33