language development among children of linguistic diversity

Language Development Among Children of Linguistic Diversity

Dialect DiversitySpecialized variations of a

languageTypically used only in oral

languageRegional and social variations

Interactions of Language GroupsPidgin – simplified form of

language◦Small vocabulary◦Simple grammar◦Limited functions

Creole ◦Develops when Pidgin becomes

Mother Language across two generations

◦Linguistic features expanded

Standard American EnglishDialect used in business and

educational settings “standard” dialect for our

historical time and place only

Culture and LanguageWhorf-Sapir Hypothesis

◦The way we think is influenced by our language

Verbal Deficit Perspective◦Anything other than SAE is deficient◦Proven invalid

Socialization Mismatch Hypothesis

African American English DialectRichness and linguistic

complexitySeparate and authentic dialect Not a corrupt or broken form of

EnglishBi-dialectism provides linguistic

flexibility

Academic RegisterDialect of English used at schoolLanguage used in educational

materials and textsLanguage of Power

Acquisition of Academic Register“Language differences are a

disadvantage only when the school/classroom environment assumes or recognizes only standard English as the real, authentic language.” Gray, 1984.

Teacher’s RoleLanguage used to

accompany learning activities

Help children develop awareness of their own uses of language and the linguistic features of their language

Teach features of academic English

Second Language AcquisitionSimultaneous

bilingualism◦Prior to age 3

Successive bilingualism

Language InterferenceCode mixing

◦Attempts to convey meaning when knowledge of second language is incomplete

Code switching◦Conscious use of

two languages within conversation

Benefits of BilingualismHigher levels of metalinguistic

awarenessGreater, earlier awareness of

language structureWider perspectivesMore social skillsSubtractive bilingualism – loss of

L1Additive bilinguilism – L1 +L2

Factors in Second Language AcquisitionUnder 5 – resembles L1 process

and proficiency12+ - rate of acquisition slows

downChildren learn more easily and

achieve near-native pronunciation better than adults

Amount of linguistic input

Social SettingsSecond language learner’s role –

listener or active participantPresence of concrete referents

(for conceptual development)Knowledge and attitude of person

modeling target language

Second Language LearningBasic Interpersonal

Communication Skills◦Social, conversational skills

Cognitive Academic Language Proficiency◦Language skills needed for academic

learning

Programs for ELLESL

◦English-only instruction for language learning (not usually content learning)

Bilingual◦Dual language instruction in content areas

Immersion◦Language arts in home language only◦Dual Language programs in both languages

equallySubmersion

◦Sink or swim approach

StrategiesSelect literature from different cultures and dialectsFocus on how language is used in different settingsModel curiosity about other

languages and dialectsLearn basic greetings and

expressions in a variety of languages and dialects

StrategiesUse multicultural approach

embedded in everyday activitiesAvoid a one-time unit or “tourist”

approach to cultureSelect classroom materials that

reflect diversity

Facilitating Second LanguageAcknowledge first language or

dialect as a valid form of communication

Learn about child’s home language or dialect – phonology, morphology, syntax, semantics, or pragmatics

Be patient with child’s need to develop receptive knowledge of SAE before expressive knowledge

Facilitating Second LanguageProvide conversational

opportunitiesAllow students to

formulate answer in home language and give time for translation

Provide cues for when and how L2 students will need to respond

Use songs, nursery rhymes, fingerplays, like L1 activities