CHAPTER 3: Language Development Among Children of Linguistic Diversity Modified by Dr. Laura Taddei Language Development in Early Childhood Education Fourth

CHAPTER 3:Language Development Among Children of Linguistic Diversity

Modified by Dr. Laura Taddei

Language Development in Early Childhood EducationFourth Edition

Beverly W. Otto

Otto. Language Development in Early Childhood Education, 4e. © 2014, 2010, 2006, 2002 by Pearson Education, Inc. All Rights Reserved

3-2

Culture and Language

•Complex relationships between culture and language• Sapir-Whorf hypothesis – the way we think and view our world is determined by our language• Culture-specific language forms • Sociolinguistics – relationship between linguistic behavior and social situations, roles, and functions


3-3

What other differences can you think of between cultures and language?

Discuss the patterns of interactions discussed in chapter 2 and how they may differ?

How do you think social roles might differ between adults and children depending on culture?

What else?


3-4

Cultural Context of Families and Language Development

• Ethnography (participant observation in real life situations – focusing on social and cultural factors)

• Heath’s research• Family “talkativeness” – the more talking in the family, the higher level of language development in children

• Hart and Risley’s research• Page 61


3-5

Socialization Mismatch Theory

• Hypothesis that children are more likely to succeed in school when they are in an environment where socialization patterns are similar between their home and school.

• Ways patterns may differ:• Amount of talk• Participation of young children as conversation partners• Opportunities children have to explain or give personal

interpretation of events• Types of questions asked of children during storybook

sharing• Forms of narrative that are used (fiction, nonfiction,

ongoing narratives)


3-6

Implications for the Classroom

• Enhance language development

• Encourage development of linguistic flexibility so children can communicate in a wide variety of settings.


3-7

Language Diversity: Overview

•Differences in

• Dialects

• Registers

• Languages


3-8

Idiomatic Expressions Activity

• Languages and dialects reflect the settings and cultures in which they are used

• Idiomatic expressions are fixed phrases of words whose meaning is derived holistically rather than literally

• Examples:

• Dish it out; play it by ear; toot one’s horn; put his foot in his mouth

• Any others?• Why might this be confusing for an English Language

Learner


3-9

Dialects

• Specialized variations of a language• Cultural, social and geographic influences• Distinct systematic features

• Phonological: creek or crick• Semantic: drinking fountain or bubbler• Syntactic: I don’t got no help or I have

no time to help• Morphemic: gonna or goin/going to

going• Pragmatic


3-10

Examples of Dialects

• Standard American English• Regional differences (Southern Dialect to a Northern Dialect)

•African American English or BE (Black English)• Regional difference See Table 3.1 page 65• Implication: Encourage linguistic flexibility and bidialectism; teachers must recognize and value the dialect/home language of every child


3-11

Language Registers

• Specific ways of using language differently

in different settings

• Conversations

• Dramatic play

• Social routines

• Classroom discourse


3-12

Academic English Register

• Language used in specific ways for specific purposes in academic settings• Features

• Semantic• Syntactic• Morphemic• Pragmatic


3-13

Importance of Academic English Register

• Language of instruction

•Related to academic achievement

• “Language of power” (Delpit) – used in many

government and corporate environments

• Teacher’s role – encourage children to examine

their use of language in different settings.


3-14

Second Language Acquisition

•Challenges for educators to provide

children with opportunities to

• Learn knowledge and skills

• Develop language competencies


3-15

Becoming Bilingual

• Simultaneous bilingualism

• Successive bilingualism

• Language interference

•Code mixing

•Code switching


3-16

Activity – Small Group

Group 1 – Benefits of bilingualism

Group 2- Challenges faced by second language learners

Group 3 – Factors influencing second language acquisition

Group 4 – Conversational proficiency and Academic Language Proficiency needed


3-17

Benefits of Bilingualism

• Higher levels of metalinguistic awareness

• Greater and earlier awareness of

language structure

• Wider perspectives

• Increased social skills


3-18

Factors Influencing Second Language Acquisition

• Learner characteristics

• Linguistic Input

• Social setting


3-19

Activity – Explore the Programs for Second Language Learners

Group 1 – English as a Second Language

Group 2 – Bilingual Education

Group 3 – Immersion Programs

Group 4 – Submersion Approach

Group 5 – Foreign languages in elementary school/FLES


3-20

Programs for Second Language Learners

• Key aspects

• Language assessment and Home

Language Survey/HLS

• Focus on language competencies

• Conversational proficiency

• Academic language proficiency


3-21

Current Approaches

• English as a Second Language/ESL• Transitional Bilingual Education/TBE•Developmental Bilingual Education• Immersion Programs• Dual Language• Second Language Immersion• Submersion• Foreign Languages in Elementary School/FLES


3-22

Guidelines for Teachers

• Examine your own perspective

•Create a positive classroom environment

•Build on first language competencies

•Create a learning community

Documents

CHAPTER 3: Language Development Among Children of Linguistic Diversity Modified by Dr. Laura Taddei Language Development in Early Childhood Education Fourth