Research based facts about young english language learners l.jpg
This presentation is the property of its rightful owner.
Sponsored Links
1 / 15

Research-Based Facts about Young English Language Learners PowerPoint PPT Presentation


  • 129 Views
  • Updated On :
  • Presentation posted in: General

Research-Based Facts about Young English Language Learners. Dr. Mary Abbott and Liesl Edwards Parent Meeting Presentation Friday September 12, 2008. Information in this presentation is available for noncommercial use only. You may use the information provided that:

Related searches for Research-Based Facts about Young English Language Learners

Download Presentation

Research-Based Facts about Young English Language Learners

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Research based facts about young english language learners l.jpg

Research-Based Facts about Young English Language Learners

Dr. Mary Abbott and Liesl Edwards

Parent Meeting Presentation

Friday September 12, 2008

Information in this presentation is available for noncommercial use only. You may use the information provided that:

(a) you do not modify or delete any content;

(b) you do not redistribute content without identifying the website and author as the source of content;

(c) the use of content does not suggest that our ERF project promotes or endorses any third party causes, ideas, Web sites, products or services.

For additional permission requests, please contact

Dr. Mary Abbott, [email protected]


Slide2 l.jpg

This presentation is based on the article:

Challenging Common Myths about Young English Language Learners

By Dr. Linda Espinosa University of Missouri

Foundation for Child Development - Policy Brief Advancing PK-3 #8 January 2008


All young children are capable of learning two languages l.jpg

All young children are capable of learning two languages

  • Becoming bilingual has benefits that are life-lasting.

    • Thinking skills

    • Academic performance

    • Social skills

    • Cultural knowledge

    • Economic benefits


Primary language support l.jpg

Primary Language Support

  • The 0-3 years are critical for language development to learn sounds, structure, and functions of language

  • Young ELL children require continued home primary language support

  • Parents should continue to speak to their children at home in the primary language.


Type of instruction l.jpg

Type of instruction

  • Dual language programs improve academic achievement for ELL children.

  • Teachers need to adopt good methods to support home language .

  • ERF has an ELL policy.


On to kindergarten l.jpg

On to Kindergarten

  • Hispanic Spanish-speaking children go to Kindergarten with many social strengths that result from positive parenting practices.


Parents value education l.jpg

Parents value education

  • Hispanic parents value high-quality early education


Second language learners l.jpg

Second Language Learners

  • Learning a new language does not happen immediately. It happens in stages. The speed at which the new language is learned depends on:

    • Prior knowledge of language and its uses

      • Discovering what new language is

    • Age

      • Cognitive abilities and challenges

    • Riskier task

      • Personality factors


Four stages of learning a language l.jpg

Four Stages of Learning a Language

  • Home Language Use

  • Nonverbal

  • Telegraphic/Formulaic Speech

  • Productive Language Use


Home language use l.jpg

Home Language Use

  • Child continues to attempt to communicate in their home language

    • Older children tend to recognize ineffective attempts quickly

    • Younger children may continue home language use for several months


Nonverbal l.jpg

Nonverbal

  • Children recognize they can not communicate in home language and stop talking

    • May continue attempts at communication nonverbally– facial expressions, gestures

  • This stage may also be called the observational or listening stage


Telegraphic formulaic speech l.jpg

Telegraphic/Formulaic Speech

  • Children begin using new language in limited ways

    • Telegraphic speech- using one or two words in place of a sentence

    • Formulaic speech- using observed phrases in similar situations


Productive language use l.jpg

Productive Language Use

  • Children learn enough vocabulary to begin building their own sentences

    • Children may still be learning the structure of the language and experimenting with sentence construction

  • Productive Language use is not the same as proficient language use

    • Social vs Academic English


Cumulative process l.jpg

Cumulative Process

  • Children do not move discretely through stages

  • Continue to build on previous strategies as skills develop


Individual differences l.jpg

Individual Differences

  • Factors

    • Home Language skills

    • Motivation

    • Exposure- quality and quantity

    • Age

    • Personality


  • Login