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Oral language Development and Learning in young dual language learners. Collaborators Office of Early Learning NC DPI ESL Staff Johnston County Schools FPG Child Development Institute Expert Presenters Cristina Gillanders and Dina Castro. Introduction. About terms we use
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Oral language Development and Learning in young dual language learners
Collaborators • Office of Early Learning • NC DPI ESL Staff • Johnston County Schools • FPG Child Development Institute Expert Presenters • Cristina Gillanders and Dina Castro Introduction
About terms we use Why is it important to promote oral language in dual language learners? How do children become bilingual? Developmental sequence of second language acquisition Strategies for promoting oral language development in young dual language learners Overview
Limited English proficient? Second language learner? English language learner? Bilingual? Dual language learner? About terms we use
Relation between children’s language development and reading success • Dual language learners performing below non-Hispanics white in reading by fourth and eight grade. • This suggests that DLLs’ early performance in oral language development, both in English and their home language, have important consequences for their later reading achievement Whyisit important to promote oral language development in young DLLs?
First-language skills transfer and support the learning of a second language. • The extent of cross-linguistic relationships among bilingual children from different language groups depends on the relation between languages and their writing systems. • It helps establish a strong cultural identity, to develop and sustain ties with immediate and extended families. • Knowing more than one language has personal, social, cognitive, and economic advantages. Importance of maintaining the first language
How do children become bilingual • Types of bilingualism • Simultaneous and sequential • Degrees of bilingualism • Balanced – Partial – Receptive bilinguals
Developmental Sequence in Second Language Acquisition Tabors, P. O. (1997) One child, two languages: A guide for preschool educators of children learning English as a second language. Baltimore: Paul Brookes
Teachers need to maximize children’s comprehension of instruction and content. Promote opportunities to learn new words and phrases. Instruction needs to accommodate to children’s stage of second language acquisition. Strategies for promoting oral language in dual language learners
Have you been in a place where most people talked in a language that you did not understand? Question
What did you do to communicate? • I made gestures • I spoke louder • I spoke slower in my language • I made a picture Question
Did someone help you understand or communicate? • What did this person do to help you? • Show you how to do something • Speak slower • Repeat words • Show you pictures • Use a few words in your language Question
Strategic use of the home language • Use the home language in the environment, • Encourage children attempts to respond even if they respond in their home language • Use of the home language for purposes other than solely discipline • Learn phrases in children’s home language • Obtain books in the home language Strategies to promote listening comprehension
Use manipulatives, gestures, facial expressions and pictures Repeat words and phrases Encourage other children who are at more advance stages of SLA to act as interpreters Demonstrate consistency in the organization of classroom activities Strategies to promote listening comprehension
Reading aloud is one of the key activities to promote oral language and literacy development in young children. • Vocabulary development is crucial for reading comprehension. • Since dual language learners are learning two languages they often have smaller vocabularies than monolingual children, although they eventually catch up given the appropriate language environment. Strategies to promote vocabulary development
Requires a combination of direct teaching and learning words in everyday routines • Children can learn new words in read alouds when they are actively engaged • Maximize opportunities to understand the text • Provide multiple opportunities to learn a new word Promoting Vocabulary Development in DLLs
Those of you who are teachers and teach young DLLs, what have you observed in the DLLs’ behavior when you are reading aloud a storybook ? a) Children are distracted b) Children are silent c) Children show disruptive behavior d) Children are actively engaged Question
How can I ensure that the DLLs can understand the reading aloud session? • What new words or phrases do I want the children to learn? • How will I ensure that the children can actively participate in the reading aloud session? Strategies for Reading Aloud
Use home language Use manipulatives Read the story several times during the week Incorporate culturally relevant and familiar thematic units Provide a child –friendly definition of new words How can I ensure that the DLLs can understand the reading aloud session?
Choose a limited set of core words and a phrase that are essential for understanding the story Choose words that are frequently used in books In small groups make explicit efforts to teach words What new words or phrases do I want the children to learn?
How will I ensure that the children can actively participate in the reading aloud session?
Ask questions to expand the children’s understanding Ask children to repeat the word aloud Provide an explanation of the word Provide examples of the word in different contexts Provide opportunities for the children to demonstrate their understanding of the word Ask the children to repeat the word aloud (Beck et al.,2002) Teaching Vocabulary in small groups
Remember… • Young dual language learners must learn not only new language skills but also new social skills and cultural values. • Draw on the linguistic, cultural and personal experiences of the children when planning classroom activities. • Partner with families. • Be sensitive to individual differences. • Bilingualism is not a liability!! On the contrary, it benefits children’s development and can give them better opportunities for the future.
The content of this presentation is part of the Nuestros Niños Professional Development Program at FPG Child Development Institute
Resources Center of Early Care and Education Research-DLL:http://cecerdll.fpg.unc.edu/ Nuestros Niños:http://nnrp.fpg.unc.edu/ New Voices ~ Nuevas Voces: http://www.fpg.unc.edu/~nv/index.cfm FirstSchool:http://www.firstschool.us/ Storybook Reading for Young Dual Language Learners:www.naeyc.org/files/yc/file/201101/GillandersOnline_0111.pdf WIDA English Language Proficiency Standards:http://wida.wceruw.org/index.aspx WIDA – “Can Do” Descriptors booklet for PreK-K:http://www.wida.us/standards/CAN_DOs/Booklet_PreK-K.pdf WIDA – “Can Do” Descriptors booklet for Grade 1-2:http://wida.wceruw.org/standards/CAN_DOs/Booklet1-2.pdf
Next Steps Questions? Today’s presentation will be posted “Resources for Early Childhood DLLs” is posted on the OEL web site:www.ncprek.nc.gov/InfoforEducators/videoresources.asp Content for future webinars: “Out the Door” poll For additional questions about this webinar contact: Annemarie.firstname.lastname@example.org Fax: 919-855-6840