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Language development and parent involvement: Case study of Yumi aged 5 years 8 months. Seminar 2.1 Created by: Samantha West & Christy Roberts Background Picture Source: (Moon, 2010). Yumi is 5 years & 8 months in age, and is in grade one. - PowerPoint PPT Presentation
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Language development and parent involvement:
Case study of Yumi aged 5 years 8 months
Seminar 2.1 Created by: Samantha West & Christy Roberts
Background Picture Source: (Moon, 2010)
Case study of Yumi
Yumi is 5 years & 8 months in age, and is in grade one.
Yumi has moved to Australia from Japan (where she has spent most of her life so far), her father speaks excellent English with an American accent, her mother speaks only basic English.
Yumi has an older sister who spent several years in US primary schools, and excels in science and language.
Yumi is fluent in Japanese, and has very basic English.
Yumi is shy and delicate, lacks motivation, and avoids socialising with her peers.
Yumi is falling behind academically, has difficulty writing, and performing independent work.
Yumi enjoys piano, creating short melodies in private, and has a fascination for a hen in science.
Introduction
Purpose of this presentation:
• To respond to Yumi’s case study and illustrate the pedagogical
process of promoting children’s development in learning a second
language.• ‘With a special emphasis on the
importance of parental involvement.’
• Please look to the notes section throughout the presentation for important references to Yumi’s
parents.
• Source: (Prettydaisies, 2009)
KEY QUESTIONS TO CONSIDER:
• What language/languages are spoken at home?
• Is there a balance of use between the first language and the added language in the home environment?
• Are both parents fluent in speaking both languages?
• Do both parents encourage the use of the second language in the home environment?
• Do both parents understand how to foster learning opportunities outside of school to promote language development?
Parental Involvement
Parents provide a balance between both
languages.
Parents foster their children’s confidence in bilingual language
use or code swithcing.
Parents provide children with strong links to their unique
cultural contexts.
Parents promote children’s capacity
for long term bilingualism.
Parents provide teachers with
valuable insight into their children’s
language development.
Intercultural Understanding
To support student’s learning of a second language teachers must:
• Be sensitive to inter-language, and have knowledge about the student’s home language
• Create a safe and inviting language-learning environment that facilitates risk taking in language learning
• Incorporate buddy systems and small group work that minimises the focus on students language errors
(O’Neill & Gish, 2008). Source: Discordia Limited, (2008).
Social inclusion
Source: (Red Deer Public Library, 2011)Source: (Red Deer Public Library, 2011)
Provide students with a language-learning
environment that does not ridicule or punish mistakes.
Incorporating activities that promote social interaction,
and encourage language through play based learning.
Be aware of how children from minority cultures are
perceived and treated in the classroom, and model positive perceptions of diverse cultures
(O’Neill & Gish, 2008)
Culturally & linguistically supportive environments
Teachers need to foster healthy relationships
with both languages and cultures so that students
can develop healthy self-concepts and sense
of identity (USQ, 2011). Source: (Shand, 2007)
Enhancing Writing Skills
Young children’s writing
development is strongly linked
to print and phonics.
Code-switching is an essential
stage in second language writing
development.
Children use a writing language
mosaic when learning a
second language.
Children’s writing skills are
made up of creative and
cognitive elements.
(Mor-Sommerfeld, 2002)
Promoting language development and independence
Various language- learning strategies and teaching aides are available to assist in promoting and assisting children’s language development.
• PECS symbols• Sight Words• Visual timetable• Labelling simple everyday objects• Scaffold learning and build upon prior knowledge• Simplifying vocabulary on set worksheets and tasks
Source: WordPress (2010).
Interests
Teachers should incorporate children’s individual interests in classroom learning
experiences to promote their student’s development of a second language
(O’Neill & Gish, 2009).
Source: (LearnMyShot, 2010)
Connecting with children’s unique
interests helps teacher’s to understand the language needs of their students (O’Neill
& Gish, 2009).
Interests are Important
• Meaningful communication promotes children’s learning of a second language.
Meaningful communication exchanges are fostered when children listen to, speak about, write about, and read about their own interests.
(O’Neill & Gish, 2009).
• Communicative learning is promoted when children use productive language to explore
and explain their interests and when they listen to the feedback and responses of others
(O’Neill & Gish, 2009).
Children’s unique
interests encourage meaningful
communication
Celebrate Interests
Ask Yumi to write a creative story with a piano theme.
If you were a piano where would you most like to be played? Beside an ocean Under an apple tree At a train station
• What would you see?• What would you smell?• How would you feel?• What sounds would you make?
Celebrate Yumi’s interest for piano.
Source: (Bussier, 2009)
Motivation
Teacher’s have great opportunity
to positively influence students
motivation for learning a second
language
Provide an inclusive and stimulating
learning context.
Give plenty of positive
reassurance and support
Model language and promote
students use of language learning
strategies.
Maintain students zone of
proximal development
• Teacher approach
• Curriculum styles
• Class contextImpact on student’s
motivation for learning a second
language (O’Neill & Gish, 2009).
(O’Neill & Gish, 2009)
Conclusion
We have presented many pedagogical practices and focuses which foster children’s acquisition of
a second language:Parental
involvement Intercultural understanding
Culturally and linguistically supportive environments
Social inclusion
Enhancing writing skills
Promoting language development and independence
Celebration of children’s interests
Fostering motivation
References:
• Bussier, A. (2009). A child is playing. [Picture]. Retrieved March 19, 2011, from http://www.flickr.com/photos/alice-antoine/4056380144/.
• Discordia Limited. (2008). Intercultural Understanding. [Picture]. Retrieved March 13, 2011, from www.abatia.co.cc/intercultural-behavior.html
• Janssen, C., & Pauwels, A. (1993). What can parents expect in the language development of an infant bilingual?. In Raisingchildren bilingually in Australia (pp. 17-21). Clayton, VIC: Language and Society Centre.
• Learn My Shot. (2010). Child & Chicken. [Picture]. Retrieved March 19, 2011, from http://www.flickr.com/photos/learnmyshot/4589449356/.
• Macaro, E. (2003). Theories grammar and methods. In Teaching and learning a second language : a review of recent research (pp. 21-47,60-61). New York: Continuum.
• Moon, N. (2010). The Wind from Japan. [Picture]. Retrieved February 25, 2011, fromhttp://www.flickr.com/photos/taraobannai/4934268623/.
• O’Neill, S., & Gish, A. (2008). Teaching English as a Second Language. Oxford University Press: Victoria, Australia. • Prettydaisies. (2009). Going to School. [Picture]. Retrieved February 25, 2011, from
http://www.flickr.com/photos/prettydaisies/3239923882/.• Red Deer Public Library. (2011). Kids Reading [Picture]. Retrieved March 11, 2011, from http://www.rdpl.org/kids/events• Shand, B. (2007). Japanese children at Kimono mackintosh. [Picture]. Retrieved March 11, 2011, from
http://www.flickr.com/photos/bobthelomond/440059900/. • The State of Queensland (Department of Education and Training). (2006). CPR-PR-009: Inclusive Education. Retrieved March
14, 2011, from http://education.qld.gov.au/strategic/eppr/curriculum/crppr009/ • WordPress. (2010). Independent Learning Ladder Advisor ]Picture]. Retrieved March 12, 2011, from
http://jtlam.wordpress.com/ • Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky: Volume 1. Problems of general psychology. R. W.
Rieber & A. S. Carton, Eds.; Minick, Trans. New York: Plenum.