I recently attended a staff development workshop that addressed how to best support bilingualism in children with disabilities. One of my colleagues, Marzena Zabek, presented on this topic and I would like to share some of the key points I took away from this presentation.
Some statistics:
- In California, 39% of preschoolers speak a home language other than English.
- In Los Angeles County, 55% of children entering kindergarten do not speak English.
- In the state of CA, 56 langauges are spoken by children and their families.
- In the year 2005-2006, 25% of all CA's students were English learners
Marzena also addressed some of the common misconceptions about young children who are English learners. The following beliefs are all false, yet widely accepted to be true!
- Hearing two or more languages will confuse the child and lead to grave problems in acquiring language (REALITY: Children who are thought to be delayed in one language often show the same type of delay in the other language that they speak. Bilingualism itself does not CAUSE language impairment)
- Children have to be especially intelligent to be able to cope with more than one language (REALITY: Infants have the INNATE ability to learn different languages)
- Children mix languages (REALITY: Well, this is partly true...see my post on code-switching. But usually, children mix languages to fill in the gaps in one language with words from another. It's a very common practice and shows that they have an understanding of both languages)
- Bilingualism causes academic failure (REALITY: Bilingual children perform higher academically, have richer vocabulary and have shown to have other cognitive benefits than their monolingual peers.)
Here are some implications for practice when working with families from diverse backgrounds:
- Value and respect home languages
- Initiate discussions with families about family language preferences
- Translate written and spoken communication
- Display and use story books, songs, etc. from other cultures so that all children will develop a sense of cultural awareness
- Promote diversity in the classroom by having authentic materials, costumes, toys, and utensils that represent different cultures
- Celebrate different cultural holidays in the classroom and invite parents to participate and share their traditions
Special thanks to Marzena Zabek's presentation on "Supporting Bilingualism in Children with Disabilities"
Thursday, April 29, 2010
Monday, April 26, 2010
Code Switching: Worried your child is confused?
This topic was really interesting to me me because I have worked with many young English language learners who have used this as a method to communicate more effectively. I did not know a lot about this practice before reading about it in an article and it prompted me to do more research on the matter so that I can develop a better understanding for this strategy and what I can do to support English learning. I looked at a few research articles to see what the empirical implications were for code-switching and whether or not it is detrimental to a child’s overall language development. I have encountered some parents in my experience who have expressed concern about this practice because they believe that their child is getting confused learning two languages. I wanted to see if there was any research regarding the detrimental effects of code-switching or whether it was conducive to bilingualism .
Code-switching is a strategy often used by bilingual children to communicate when the necessary vocabulary in a language is lacking. This strategy is defined as the use of two or more languages in a conversation or the ability to switch between different language systems when speaking (Torres-Guzman, 1996 as cited by Preschool English Learners: Principles and Practices to Promote Language, Literacy and Learning- A Resource Guide, 2nd Ed.). The use of code-switching is a normal and common practice used by young English language learners because employing two languages provides the linguistic resources that allow them to communicate more effectively and successfully. Code-mixing is a similar practice but the alternation between two languages occurs within a sentence, as the user embeds words and phrases from one language with another in the same sentence stream (Brice & Roseberry-McKibbin, 2001). These strategies are often a concern for parents and educators because they believe that this is a sign that exposing young children to two languages confuses them. However, there is no evidence that learning two languages is confusing to children and in fact, studies have shown that they are able to separate the two languages very early in development (Genesee, 2008). When they do mix languages, it is to help fill in the gaps in their vocabulary in one or the other language, as previously mentioned. Other research on code-switching suggests that the sentences of bilingual children are often grammatically correct and follows grammatical rules of both languages (Genesee 2008). Brice and Roseberry-McKibbin (2001) also suggest that the use of language alternation does not indicate a language disorder in and of itself and usually is a sign of a bilingual child’s ability in and knowledge of the two languages.
Based on these studies, it seems that code-switching is a beneficial tool for young English learners because it alleviates some of the frustration they encounter when they can’t seem to find the words for a thought in one language. It doesn’t confine them to just using one language over another and allows for more effective and successful communication. I think the most important thing for bilingual children is to build their vocabulary in both languages so that they can maintain their home language while acquiring English. We can support our bilingual students by providing them with the English translation for words they say in their home language when possible and reiterate their sentence so they can hear the translated word in context. As with any strategy with young English learners, we need to be patient and allow adequate wait time for them to process and express themselves.
References for this journal entry
Brice, A., & Roseberry-McKibbin, C. (2001). Choice of Languages in Instruction: One Language or Two?. TEACHING Exceptional Children, 33(4), 10-16.
Genesee, F. (2008). Early Dual Language Learning. Zero to Three, September 2008, 17-23.
Code-switching is a strategy often used by bilingual children to communicate when the necessary vocabulary in a language is lacking. This strategy is defined as the use of two or more languages in a conversation or the ability to switch between different language systems when speaking (Torres-Guzman, 1996 as cited by Preschool English Learners: Principles and Practices to Promote Language, Literacy and Learning- A Resource Guide, 2nd Ed.). The use of code-switching is a normal and common practice used by young English language learners because employing two languages provides the linguistic resources that allow them to communicate more effectively and successfully. Code-mixing is a similar practice but the alternation between two languages occurs within a sentence, as the user embeds words and phrases from one language with another in the same sentence stream (Brice & Roseberry-McKibbin, 2001). These strategies are often a concern for parents and educators because they believe that this is a sign that exposing young children to two languages confuses them. However, there is no evidence that learning two languages is confusing to children and in fact, studies have shown that they are able to separate the two languages very early in development (Genesee, 2008). When they do mix languages, it is to help fill in the gaps in their vocabulary in one or the other language, as previously mentioned. Other research on code-switching suggests that the sentences of bilingual children are often grammatically correct and follows grammatical rules of both languages (Genesee 2008). Brice and Roseberry-McKibbin (2001) also suggest that the use of language alternation does not indicate a language disorder in and of itself and usually is a sign of a bilingual child’s ability in and knowledge of the two languages.
Based on these studies, it seems that code-switching is a beneficial tool for young English learners because it alleviates some of the frustration they encounter when they can’t seem to find the words for a thought in one language. It doesn’t confine them to just using one language over another and allows for more effective and successful communication. I think the most important thing for bilingual children is to build their vocabulary in both languages so that they can maintain their home language while acquiring English. We can support our bilingual students by providing them with the English translation for words they say in their home language when possible and reiterate their sentence so they can hear the translated word in context. As with any strategy with young English learners, we need to be patient and allow adequate wait time for them to process and express themselves.
References for this journal entry
Brice, A., & Roseberry-McKibbin, C. (2001). Choice of Languages in Instruction: One Language or Two?. TEACHING Exceptional Children, 33(4), 10-16.
Genesee, F. (2008). Early Dual Language Learning. Zero to Three, September 2008, 17-23.
Great Resource for Promoting Early Literacy For English Learners
http://en.childrenslibrary.org/
The International Children’s Digital Library provides digital representations of story books translated in a myriad of languages. It is a wonderful resource for teachers who are looking to represent diversity and promote early literacy. There are books for young children ages 3-5 up to middle school aged children. The website is easy to navigate and teachers and parents can search for books based on topic (make believe, true books, etc) and reading level. This resource can easily be used in the classroom and would provide a new way to introduce books (via projector or on the computer). I would definitely recommend this resource as it a novel way for introducing and promoting early literacy in the classroom.
Their mission statement:
"The mission of the International Children’s Digital Library Foundation is to excite and inspire the world's children to become members of the global community – children who understand the value of tolerance and respect for diverse cultures, languages and ideas -- by making the best in children's literature available online."
The International Children’s Digital Library provides digital representations of story books translated in a myriad of languages. It is a wonderful resource for teachers who are looking to represent diversity and promote early literacy. There are books for young children ages 3-5 up to middle school aged children. The website is easy to navigate and teachers and parents can search for books based on topic (make believe, true books, etc) and reading level. This resource can easily be used in the classroom and would provide a new way to introduce books (via projector or on the computer). I would definitely recommend this resource as it a novel way for introducing and promoting early literacy in the classroom.
Their mission statement:
"The mission of the International Children’s Digital Library Foundation is to excite and inspire the world's children to become members of the global community – children who understand the value of tolerance and respect for diverse cultures, languages and ideas -- by making the best in children's literature available online."
Understanding Simultanous vs. Successive Bilingualism
There are two paths/types of bilingualism.
Simultaneous bilingualism occurs when a child is learning and developing two different languages at the same time because he or she is exposed to both languages and has frequent opportunities to practice both languages. Children who are acquiring two languages simultaneously go through three phases of language development. In the early phase, children begin to show an understanding in both languages and can respond to what others say and make requests and commands. They might know more words in one language than another. In the middle phase, the sound system of both languages is well established and their pronunciation begins to approximate that of adults. They may being to increase their length of utterance and engage in conversation with others. In the later phase, bilingual children use more complex sentences and usually have mastered the sounds of their languages. They may begin to use slang with peers.
Successive bilingualism occurs when a child learns a second language after their first language has been established. They often go through four stages of language development: home language use, observational and listening period, telegraphic and formulaic speech and fluid language use. At first the child might communicate using their home language. When they realize that others may not understand their home language, they may go through an observational and listening period. Some of the children I have worked with are usually nonverbal at during this period as they are absorbing their language environment. They may be scared to use a new language because they are not confident in their skills. At this time, I try to acknowledge any and all attempts at communicating and try to respond to their nonverbal cues. In the next stage, the child may use telegraphic speech, or the use of few words without the use of functional words or grammatical markers to communicate. They are trying to use what few words they know in the second language to make attempts at communication. When children begin mastering a second language, they begin to demonstrate fluid language use, generally using English more proficiently in social situations. They may still need time to master “academic” English, which includes language skills in listening, speaking, reading and writing.
I myself was a successive bilingual and learned English after I had learned Cantonese. Up until I was about 6 years old, I spoke fluent Cantonese. I attended preschool and kindergarten in Hong Kong and then moved to the United States and began the first grade. I was enrolled in ESL classes and my parents only spoke English in the home because they were concerned about me learning English. We watched English television and read English books. Even though I was fluent in Cantonese, I was not presented with many opportunities to continue my use in that language. Over time, I lost my ability to converse in Cantonese as I started to prefer the use of English.
I still remember parts of my childhood in the different stages of successive bilingualism. I don’t think that I went through a period of home language use and when I asked my parents about this, they said that I was just very shy and quiet in the first few years of school. This reflects the common “silent” or “non-verbal” period that most successive bilingual children go through. The text calls this an observational and listening period as most children are trying to absorb the language environment that they are in. In my case, I was obsessed with watching American TV shows like Full House. My parents believe that this is how I came to learn English so quickly. I remember watching TV and not understanding what was going on, but I could still relate to the characters because they were kids like me. Eventually, I became fluent in English and my parents wanted me to take Chinese school classes! You can imagine how confusing this was for me, as they had only been speaking English in the home. At about age 9, I started attending a Mandarin language school and it was so hard for me to learn basically a new language. Mandarin is a different dialect than Cantonese and I really had trouble learning the language. I know that research on language development says that after the age of 7, it is very hard for a child to learn another language. Research also says that while infants can babble and hear sounds in all languages, they begin to lose this ability as they become exposed to one specific language.
In retrospect, it is very sad that I was not able to retain my language skills in Cantonese. Because of my experience, I try to encourage parents, who are trying to decide whether they should speak English or their home language to their child in the home, to preserve the home language. Children will learn English in school, but if they don’t have opportunities to practice their home language, they will eventually lose the ability to converse in it. It is very detrimental to family relationships because children will lose touch with family members who are non-English speaking. I have a hard time talking to my grandmother because I only know a few words in Cantonese and can only answer “yes” or “no” in our conversations. Children need to know that their culture and language are important parts of their identity and parents should try to maintain the home language in the home.
Simultaneous bilingualism occurs when a child is learning and developing two different languages at the same time because he or she is exposed to both languages and has frequent opportunities to practice both languages. Children who are acquiring two languages simultaneously go through three phases of language development. In the early phase, children begin to show an understanding in both languages and can respond to what others say and make requests and commands. They might know more words in one language than another. In the middle phase, the sound system of both languages is well established and their pronunciation begins to approximate that of adults. They may being to increase their length of utterance and engage in conversation with others. In the later phase, bilingual children use more complex sentences and usually have mastered the sounds of their languages. They may begin to use slang with peers.
Successive bilingualism occurs when a child learns a second language after their first language has been established. They often go through four stages of language development: home language use, observational and listening period, telegraphic and formulaic speech and fluid language use. At first the child might communicate using their home language. When they realize that others may not understand their home language, they may go through an observational and listening period. Some of the children I have worked with are usually nonverbal at during this period as they are absorbing their language environment. They may be scared to use a new language because they are not confident in their skills. At this time, I try to acknowledge any and all attempts at communicating and try to respond to their nonverbal cues. In the next stage, the child may use telegraphic speech, or the use of few words without the use of functional words or grammatical markers to communicate. They are trying to use what few words they know in the second language to make attempts at communication. When children begin mastering a second language, they begin to demonstrate fluid language use, generally using English more proficiently in social situations. They may still need time to master “academic” English, which includes language skills in listening, speaking, reading and writing.
I myself was a successive bilingual and learned English after I had learned Cantonese. Up until I was about 6 years old, I spoke fluent Cantonese. I attended preschool and kindergarten in Hong Kong and then moved to the United States and began the first grade. I was enrolled in ESL classes and my parents only spoke English in the home because they were concerned about me learning English. We watched English television and read English books. Even though I was fluent in Cantonese, I was not presented with many opportunities to continue my use in that language. Over time, I lost my ability to converse in Cantonese as I started to prefer the use of English.
I still remember parts of my childhood in the different stages of successive bilingualism. I don’t think that I went through a period of home language use and when I asked my parents about this, they said that I was just very shy and quiet in the first few years of school. This reflects the common “silent” or “non-verbal” period that most successive bilingual children go through. The text calls this an observational and listening period as most children are trying to absorb the language environment that they are in. In my case, I was obsessed with watching American TV shows like Full House. My parents believe that this is how I came to learn English so quickly. I remember watching TV and not understanding what was going on, but I could still relate to the characters because they were kids like me. Eventually, I became fluent in English and my parents wanted me to take Chinese school classes! You can imagine how confusing this was for me, as they had only been speaking English in the home. At about age 9, I started attending a Mandarin language school and it was so hard for me to learn basically a new language. Mandarin is a different dialect than Cantonese and I really had trouble learning the language. I know that research on language development says that after the age of 7, it is very hard for a child to learn another language. Research also says that while infants can babble and hear sounds in all languages, they begin to lose this ability as they become exposed to one specific language.
In retrospect, it is very sad that I was not able to retain my language skills in Cantonese. Because of my experience, I try to encourage parents, who are trying to decide whether they should speak English or their home language to their child in the home, to preserve the home language. Children will learn English in school, but if they don’t have opportunities to practice their home language, they will eventually lose the ability to converse in it. It is very detrimental to family relationships because children will lose touch with family members who are non-English speaking. I have a hard time talking to my grandmother because I only know a few words in Cantonese and can only answer “yes” or “no” in our conversations. Children need to know that their culture and language are important parts of their identity and parents should try to maintain the home language in the home.
Monday, April 5, 2010
Educate Yourself. Educate Others.
This blog is being created as part of a project for my class, SPED 683: Trends in Early Childhood Special Education. The purpose of this blog is to investigate and address current, controversial topics in the field, with an emphasis on culture and diversity. I hope to create an open forum for other professionals and educators in the field to share ideas and resources on such topics. I believe that we can all learn from each other and in turn, be better able to serve our children and families. Please feel free to post comments and pose questions regarding any of the topics that will be discussed.
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