language development among children of linguistic diversity
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Summary of ChapterTRANSCRIPT
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