Language Development,
Language Diversity, and
Immigrant Education
Chapter 5
Presented by Kristen Poland
The Development of
Language
 SWBAT understand how language develops and how to
support emergent literacy
+6,000 languages in the world
based on cultural needs and values
Coordinating Sounds
Meanings
Words
Sequences of Words
Volume
Tone
Inflection
Turn Taking Rules
“I read once that the ancient Egyptians had fifty words for
sand & the Eskimos had a hundred words for snow.”
-Brian Andreas
Age Range
Between
2 and 3
Between
3 and 4
Between
4 and 5
Between
5 and 6
Milestone
•
•
•
•
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Identifies body parts
“Me”
Pairs nouns and verbs
450 word expressive vocabulary
Likes to here the same story
repeated
• Can tell a story
• Sentence length (4-5 words)
• 1,000 word expressive
vocabulary
• Knows several nursery rhymes
• 1,500 word
• Identify colors and shapes
• Ask many questions like “why”
and “how”
• 2,6000 word expressive
vocabulary.
• Defines objects by their use.
• Uses all types of sentences (5-6
words in length).
Encouraging Development
•
Help child listen and follow instructions.
•
Repeat words.
•
Describe what you are doing, planning,
and thinking.
•
Show child understanding.
•
Expand what the child says.
•
•
•
•
•
•
•
•
•
Talk about how objects are the
same/different.
Help a child to tell stories using books
and pictures.
Encourage play with other children.
Give child reasonable opportunities for
decision making.
Let child tell and make up stories.
Talk about child’s interests.
Help child sort objects.
Praise children when they talk about
feelings, thoughts hopes, and dreams.
Carry on conversations/ Talk to them
as you would an adult.
Exposure to Grammar
All heavily influenced by Cultural Norms
 Pragmatic: Using language in social situations
 Word order: Syntax
 As they develop there is a stage of Overregularization
(applying rules to everything)
>>> Metalinguistic Awareness
Codes + Oral Language
Emergent Literacy
 Spelling/ Forming words
 Words forming sentences
 Spacing
 Direction
 Punctuation
Necessary for school
readiness regardless of
language(s).
Outside-in Process
Inside-out Process
 Writing letters
 What is a milk?
 Where do I go to find
these things?
 Who is the list for?
 ¿¿¿Questions???
Diversity in Language
Development
 SWBAT discuss what happens when children develop two
languages.
Student can become fully and
equally bilingual if:
Dual Language Development
a) begin early in life (<5)
b) occurs across a wide
additive bilingualism
range of contexts
subtractive bilingualism
c) is systematic, consistant,
and sustained in the home and
Benefits
•
•
•
community
increased cognitive abilities
more advanced metalinguistic understanding of
how language works
higher reading comprehension
Contextualized (2- 3 years)
+++ assets in the working world
Academic Language (5-10 years)
travel and cultural possibilities
Language Loss
 There is a huge loss in language and culture because of
stigmas and discrimination attached to a student’s heritage
language.
 San Diego and Miami study of 8th and 9th grade 1st and 2nd
generation children of immigrants…
 16% retained their ability to speak their heritage language well
 72% said they preferred to speak English
What is lost?
 Of the Native American languages,
1/3 still exist, and 9 out of 10 of those
aren’t spoken by the children
Goal should be balanced bilingualism
Home language connects them to
extended family & important cultural
traditions
English connects them to academic,
social, and economic opportunities.
Learning a
nd
2
Language
Theory: Adult learning can be beneficial as they have mastered
one language and know many study skills.
Critical Period or learning a language
Rolling your R’s as a
non-native Spanish
speaker
There is no critical period but
certainly for accuratelanguage
pronunciation
Sensitive Period for learning a language
14 month window
burro: donkey
Puerto Rico
Signed Languages
 Myths:




All deaf and hard of hearing speak the same language
Signed language is simply a mimed version of the spoken language
It is easy to learn.
Children of Deaf Parents (CODA)s are at a disadvantage cuasing
the child to be delayed or confused because the signed language will
get in the way of their spoken language development
 Interesting information:
 There are just as many dialects in Sign Language as in any spoken
language.
 Signing has been proven to better infant temperaments before the
use of the spoken language can convey they needs and desires.
 All deaf people can understand you by simply reading your lips.
 ¿¿¿Questions???
¡¡¡Break Time!!!
Dialect Differences in the
Classroom
 SWBAT address whether dialect differences affect
learning and discuss what teachers can do.
“Regional variation of language characterized by
distinct grammar, vocabulary and pronunciation.
ex. Dialects of American English: Southern, Bostonian,
Cajun and African American Vernacular.
- Are they
uses of the English language?
- With that said, is it possible to have different dialects
among non-spoken languages (ex. ASL)?
Implications for the Classroom???
Dialect continued…
Speaking of those native non-English speakers
 Code Switching :
-What is it?
As long as, they have good
models, clear instruction,
and opportunities for
authentic practice.
- Is it a sign of higher master or a language or lower?
 Genderlects
- What is it? Think gender stereotypes in reference to
language.
 ¿¿¿Questions???
Teaching Immigrant Students
and English Language Learners
SWBAT discuss whether English immersion or bilingual
instruction is better for English learners.
 Immigrants
Voluntary
Involuntary
 Refugees
The expectation is to
assimilate -> Melting Pot
But for many, the GOAL is
multiculturalism
 Cultural Deficit Model: “culturally disadvantaged” or
“culturally handicapped”
Caused problems > Rejected
Implications for the Classroom
 Keeping in mind that 1% of instructors are prepared to
teach ESL (English as a Second Language)
 Population growth of Immigrants & Projections
Conversational and
Academic language
2030: 40% or pre-K-12th will speak limited-English
2050: Latinos will comprise ¼ of the US population
 Balanced bilinguals
 Monolingual/literate students
 Monolingual/preliterate students
 Limited bilingual
Language needed for success in
an English-only school
Phonology
Morphology
Syntax
Pragmatics
Semantics
Listening
Speaking
Reading
Writing
Language Arts
Mathematics
Social Studies
Science
Other Content Areas
 ¿¿¿Questions???
 SWBAT explain who are the Generation 1.5 students
and describe their learning characteristics
 Adolescents stuck somewhere between the first
generation of immigrants in their family (their parents)
and the younger siblings that will be American-born.
 DACA Law
 DREAM Law
 “Ear-Learners”
 “Eye-Learners”
Research on Bilingual Education
English-only
Immersion
Native Language
Maintenance
 Materials are presented
as early and as intense
as possible in English.
 Deep understanding of
your 1rst language
metacognitive strategies
are transferred to the 2nd.
 Some state laws
require this
 Accountability tests
are only given in
English
 Mix students learning a
2nd language with native
speakers
> become fluent in
both languages
This can obviously be a stressful time for
ELL students… what can teachers do to
show support and increase self-esteem?
Special Challenges: ELLs with
Disabilities and Special Needs
 Discuss how teachers can recognize special learning
needs and talents when they do not speak their student’s
language
When questioning the possibility of a learning disability:
Are they progressing slower than usual?
What is the students educational and family
background?
When did they come to the United States?
Keep a portfolio of
their work!
 ¿¿¿Questions???