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Seventh Heritage Language Research Institute: Heritage Speakers and the Advantages of Bilingualism June 17-21, 2013. Shaping the bilingual advantages from early ages: for whom, when and how? . María Luisa Parra Harvard University. Advocating for bilingualism. Cognitive Social and - PowerPoint PPT Presentation
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Shaping the bilingual advantages from early ages: for whom, when and how?
María Luisa ParraHarvard University
Seventh Heritage Language Research Institute:Heritage Speakers and the Advantages of Bilingualism
June 17-21, 2013
+Advocating for bilingualism
Cognitive
Social and
Cultural advantages
+ Different social circumstances under which a child can become bilingual (Skutnabb-Kangas, 1984).
Children belong to the (elite) group where parents choose to give them the opportunity to learn languages as part of their education.
Others belong to linguistic majorities that because of linguistic policies of their government, their education is in a different language that the one spoken at home.
Children belonging to bilingual families. Children from linguistic minorities that, along with
their parents do not have another choice but to learn the main stream language.
+ Language maintenance and Bilingualism: Advantage or disadvantage? It must be borne in mind that the development of language,
and hence bilinguality, is part and parcel of the socialization process through which a child becomes a member of a given social group.
“The bilingual’s development and behavior cannot be considered independenly from society, its structure and its cultural dimension.(Hamers & Blanc, 2001. p.198 ).
Hakuta (1986): The field of bilingual development and heritage language maintenance should deal with the individual and the circumstances that surround him at the onset and beyond of her bilingual development.
+Central conceptThe active child…Child develops (cognition,
social, skills, language) through participation in cultural contexts, socialization practices and meaningful interactions through dialogue with significant others (parents, siblings, teachers, peers).
+Language development: process intertwined with other aspects of development
Language B
Cognitive development
Social / cultural development
Emotional development
Language A
Anchored in daily practices and interactions
+Importance of family for child’s socialization and language maintenance (Fishman, 2006)
“ Family is the very building-block of intergenerational transmission”
“It is in the family that social support and transactions with the community have traditionally been initiated and nurtured. It is also in the family that social commitments have traditionally been nurtured” (p.104).
+School programs for immigrant children
Regular English program
ESL
Sheltered English
Bilingual programsTwo wayTransitional
Early exitLate exit
+Objetctives To present data from a one-year longitudinal
study of four Latino children in a transitional bilingual kindergarten program in the Boston area.
To show how the interplay between home and school relations shape bilingual advantages from early ages.
Will use an ecological framework (Bronfenbrenner, 1979) to conceptualized Spanish maintenance and English acquisition as part of the school adaptation process (García-Sellers, 1996).
Peers/Siblings
School
Religious setting
Home
The Ecological Model (Bronfenbrenner, 1979)
Community
Culture
+Mesosystem: Interaction between the Home-School microsystems
Family SystemSchool System
•Structure•Roles•History•Expectations•Values•Resources
•History•Structure•Roles•Expectations•Values•SES•Stability•Overall satisfaction
Culture CultureOrganize behaviors
through
System of believes
(Super & Harkness, 2002)
Organize behaviors
through
System of believes
Language Language
Attitudes towards other cultures and languages
Attitudes towards host cultures and language
Conceptual Model of Home-School Relations Garcia Sellers, MJ (1996)
Home
School
Home
School
Child
Home
School
Child
Home
School
Child
Unadapted Transferred Adapted Adapted with Support
Child
Home
School
Child
In the modal U.S. family, there is a large overlap between home and school culture that facilitates the child’s adaptation to school.For immigrant families there is little or no overlap, thus requiring significant adjustment by the child in order to adapt.
+Transitional bilingual programs:“In theory” aim to provide continuity between home and school through instruction in the home language.
Home
School
ChildSpanish Spanish
+However…
García-Sellers, Liva-Stein & García (2000) found in a longitudinal study three developmental patters of Spanish/English bilingual development within transitional bilingual programs:
Both languages develop English develops / Spanish stagnates Both languages develop
Patterns of language preference and proficiency change over time. Spanish is the language with most variability and the language at risk.
+The Home-School Connection Program (Tufts University) Goals
To facilitate school transition
To promote school success of children
To strengthen communication between teachers and parents through common goals
HSCP © 2002
15
Academic and social success:
A triangular process
TeacherFamily
I
Where to start building support for immigrant children?
SchoolFamily
Wellbeing and development
From The Home-School Connection Program, Tufts University
Child
DefiningCommon Goals
+Methodology
Developmental Psychology (Ecological model, Bronfenbrenner, 1979):Child development in context.
Sociolinguistics: Language(s) use in society and power relations.
Ethnography: the nuances of school and families realities and interactions (Home visits and classroom observations).
Mediation between parents and teachers.
+Three sources of information
Mother
TeacherMediator
+Concepts
Continuity and communication between home and school
Child’s transition from home to school.
Role of perception (parents, teacher, mediator) in assessing child’s language development, academic achievement and social behavior.
+
September
1st. Home Visit
November
Classroom Observatio
n
JanuaryLanguage
Picture Naming /Child
interview
March/April
Teacher Interview
March
Phone follow up
June
2nd. home visit
Important dates in the year
+Four case studies
Santos
Krissia
Leonard
Bryan
+Santos
Only child
Shy, obedient.
Parents from El Salvador (4 years in the US).
Both parents speak Spanish to Santos (Mother doesn’t know English).
Mother's education: 2nd grade
Father: No formal education. Poor relation with Santos
+Krissia
Youngest sister.
Active, rebellious, very social
Mother from Honduras (15 years in the US)
Mother's education: Paraprofesional in Honduras (Equivalent to US high school). Owner of a daycare center at her house.
Both parents speak Spanish and English but only speak Spanish with girls.
+Leonard
Second son on three childrenQuiet, serious, even sad look. "Good boy"
"Sometimes doesn't listen."Parents left him in Peru with grandmother.Mother’s education: High SchoolThey brought him to the US with them after 2
years.Moved three times in a year and a half.
+Bryan
6 years old
Good boy, loving, active.
Born in Honduras. Arrived to the U.S at 2.
Mother has 6 years in US
Mothers education: College
Parents and Bryan live at uncle's house
+All four mothers…
Spoke only Spanish to children
Wanted children to go to college
Expected children to maintain Spanish and learn English
Supportive
+Language use at home (reported by mothers) (September)
SantosPrefers Spanish (“too shy to
speak English”)
KrissiaIntermix
Spanish with parentsEnglish with siblings, and sometimes with parents
LeonardIntermix with older sister
BryanIntermix.
English with cousins
All mothers speak only Spanish to children
+Things that child and mother did together
SantosTalk
Household choresErrands
KrissiaPlay games
Talk
LeonardRead
Draw or paint
Play gamoes (legos)
BryanTalk
+Fist home visit assessment (reported by mediator)
SantosIdentified colors
ShapesCounted 1-10
Writes name (letter inversion)
Named letter “a” and “e”
Only in Spanish
KrissiaIdentified colors
ShapesCounted 1-10Writes name
Couldn’t name lettersOnly Spanish
LeonardIdentified colors
ShapesCounted 1-10Writes name
Confused between letters and numbers
Spanish/English
BryanIdentified colors
ShapesCounted 1-10*Writes name
Identifies letters in English
+At school
+School experience previous to K
SantosHead StartStudious
Krissia Head StartNeeds to be
pushed
LeonardAttended Pre-K in
Peru. Regular K in CA
Repeating K in MANeeds to be pushed
BryanSmile
Studious
+Name Academic program Change in the middle of school year
Santos Transitional Bilingual RECOMENDEDMs. Díaz (Spanish speaker, Puerto Rico)
Krissia Transitional BilingualREQUESTEDMs. Peterson (English speaker, bilingual)
Transitional BilingualMs. Díaz
Leonard Transitional BilingualRECOMENDEDMs. Peterson
Transitional BilingualMs. Díaz
Bryan English regularREQUESTEDMs. Lynch (English speaker)
+Classroom observation: Language use in classroom activities/outside classroom activities with peers (reported by mediator) (November)
• Bryan• Spanish/
English
• Leonard• Spanish/
English
• Krissia• Spanish/
English
• Santos• Spanish
Spanish/
Spanish
Spanish/
Spanish
English/English
Spanish/
Spanish-English
At home
At School
+Child’s language in interaction with teacher (reported by teacher) (March/April)Child Teacher’s language of interaction
with child
Santos Spanish (Miss Díaz)Krissia Spanish/English (Miss Peterson)
Leonard Spanish/English (Miss Peterson)
Bryan English
+Child Interview (January)
Santos Krissia Leonard Bryan
Which languages do you speak
Sp./Eng. Child added English
Sp./Eng. Sp./Eng. Sp./Eng.
Language preference for interview
Spanish Spanish Spanish English
+Child language preference Santos Krissia Leonard Bryan
What language do you like to speak with other children(All consistent with mediator observations)
Spanish Sp./Eng. Sp./Eng. Sp./Eng. But added Spanish
with your teacher (All consistent w/teacher)
Spanish Spanish Sp./Eng. English
at home(All consistent w/mother)
Spanish Sp./Eng. Sp./Eng. Spanish
+Preference and Proficiency in Spanish and English (Picture Naming)
Santos Krissia Leonard Brain0
0.5
1
1.5
2
2.5
English proficiencyEnglish preferenceSpanish proficiencySpanish preference
Bryan
+Miss Peterson retired…Krissia and Leonard go to Miss Díaz classroom
+ Language use (reported by teacher): Language use un classroom activities/outside classroom activities (April)
• Bryan• Spanish/
English
• Leonard• Spanish/
English
• Krissia• Spanish/
English
• Santos• Spanish
Spanish/Spanish
& English
Spanish/Spanis
h
English/English
Spanish/Spanis
h
Miss Díaz adds information: Santos speaks English (mother and mediator reported Spanish only). She also reports only Spanish for Krissia and Leonard (mother and former teacher reported use on both Spanish and English).
At home
At School
+Teacher Interview (April) Santos Krissia Leonard Bryan
Is the child quiet Yes Yes Yes No
Is the child withdrawn No No No No
Does the child needs more of your presence than other children
No No Yes Yes
Do you have any concerns None Attention in class
Attention in class
ReadingWritingSocial skillsAttention in class
In which area has the child manifested strengths
LanguageMotor skillsSocial skillsAttention in class
Motor skillsSocial skills
Motor skills (art)
Motor skillsLetter and sound recognition
Is the child enjoying school Yes Yes Yes Yes
Has the child adjusted to the class
Yes Yes Yes Yes
+Phone follow up: Academics and social skills (reported by mother)
SantosConcerned that he was too shy
• Doing pretty well.• Likes Kinder and doesn’t complain. He says he has friends and talks about activities and games.
• He can express himself better.
• He has learn letters and numbers
• He has improved his relationship with is father.
• He is organized, clean.• Mother is concerned about new baby arriving soon (Who will bring Santos to school?)
Krissia. Talks too much. Very active and social.
• Very good• She loved previous teacher. She doesn’t like new one “She is mean.” (Mother knows girl likes to talk too much and teacher reprimands her).
• Talks about her friends and things they do.
• She has learned letters and numbers.
• Mother is not concerned: “Krissia is learning and ready for next year.”
At the beginning of the year
Follow uplate March
+Follow up: Academics and social skills (reported by mother)
Leonard Introverted. Didn’t want to go to school. Serious, sad look.
• Fine• He doesn’t say much about school.
• He didn`t like previous teacher but with new teacher he seems to be doing better.
• Doesn`t say much about friends.
• He has learned not good manners from other boy. He is becoming more aggressive and jealous of new baby. Mother says he has a difficult temperament and not everybody likes him.
• Mother concerned about academic progress.
Bryan Too active at school
• Very well. Much better• He says everything is going well.
• He is happy and learning numbers and art.
• He likes to play with classmates.
• Bryan in more settled and less active.
• Teacher says his behavior has improved and he is doing very well.
• Mother is not concerned anymore.
At the beginning of the year
Follow up late March
+Follow up: Language changes over time (Reported by mothers)
SantosPrefers Spanish
• “Has improved his Spanish. He has also learned some words in English.” He prefers Spanish. He is too shy to speak English with other kids in his classroom.*
Krissia. Spanish with parents. English with siblings.
• “She is learning a lot of English.” Mother says she also sees some progress in Spanish. “She prefers English with cousins. She translates a lot.”
At the beginning of the year
By late Macrh
+Language changes over time (Reported by mothers)
Leonard Intermix with older sister
• “Apparently he prefers more English. At least that is the language he seems to be learning more”
Bryan Intermix. English with cousins.
• “He has improved in both but prefers English.”
At the beginning of the year
By lateMarch
+Academics at the end of the year (reported by teacher)
Santos Krissia Leonard Bryan
Taking into account the overall academic performance, how would you rate the child in the class
Top third Middle third Bottom third Bottom third
What do you think parents could do more in order to support the child school progress
Nothing more
Academics at home
Academics at homeWork on daily routine
Set limits at home
+Mother-Teacher relationsSantos
TBP RecommendedWanted to help
in classroomMet teacher
around 10 times during school
year
KrissiaTBP Requested
Wanted to communicate with teacher
when necessaryMet 2-4 times
LeonardTBP
RecommendedDidn’t know how to get involved in
school Met 2-4 times
BryanTBP Requested
Wanted to communicate with teacher
when necessaryMet 2-4 times
+Individual and social factors that shaped Spanish development and English acquisition and academic success
Within social contexts (immigrant population/bilingual families) there are important individual differences that result from: Child temperament Family circumstances Relationship between parents and child (supportive?) Schooling options and parental choices (would support parents
expectations?) Relationship between parents and teachers (continuous? /
agreement in perception of child’s linguistic and academic abilities?)
Relationship between teacher and child (supportive?)
+Ecological perspectiveHornberger and Wang (2008)
: “[...] [Heritage language learners] do not learn or use one, two or more languages in isolation. Consequently, there is no single profile of [heritage language learners].
Taken from this perspective, these individuals, their interactions with the people around them, and their dynamic interface with the social, educational, cultural, economic and political institutions constitute an ecological system.
In such system, individuals are the center of inquiry, but they are also always a part of a larger system which they shape and are shaped by various factors in the system.” (p. 6).
+An interdisciplinary and integral approach to language maintenance and to educate the next generation of heritage parents and teachers.
Education
Developmental Psychology
Sociolinguistics
Ethnography
+
THANK YOU!