1 / 24

Promoting Dual Language Success in a Monolingual Classroom

Promoting Dual Language Success in a Monolingual Classroom. Tracie Myers, Stacey Flanigan , and Katy Knudtson Community Child Care Center, St. Paul. Walking into a new language…. Who We Are. Community Child Care Center demographics

ferris
Télécharger la présentation

Promoting Dual Language Success in a Monolingual Classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Promoting Dual Language Success in a Monolingual Classroom Tracie Myers, Stacey Flanigan, and Katy Knudtson Community Child Care Center, St. Paul

  2. Walking into a new language…

  3. Who We Are • Community Child Care Center demographics • 36 of 56 children are dual language learners (home language other than English), additional children have another language in the home • 17 different languages that are always changing • Spanish, Portuguese, Mandarin, Ojibwe, Swahili, Hebrew, Arabic, Tamil, Korean, Bengali, Setswana, Hindi, Malayalam, Vietnamese, French, Catalan, Punjabi

  4. Different Programming Styles • Bilingual • Monolingual (English or another language)

  5. Population of DLLs in Schools • 20% of U.S. population over age 5 speak a language other than English at home (U.S. Census Bureau, 2010) • Number has increased 140% in 30 years • Over 50% of U.S. schools serve at least one DLL (NCES 2009) • 14.1% of public elementary school students are DLLs (NCES 2009) • 6.5% of public secondary school students are DLLs (NCES 2009)

  6. Population of DLLs in Schools • 2005: 29% of Head Start participants do not speak English as first language (Cheatham & Ro, 2010) • 150 languages among U.S. DLL students (Chen & Shire, 2011) • Predicted that by 2030s, 40% of K-12 students will have limited English proficiency (Chen & Shire, 2011) • Only 15% of BA and 13% of AA ECE teacher prep programs require a course on working with DLLs (Gillanders, 2007)

  7. What happens if we don’t serve them? • Misassessment resulting in over-referrals for special needs, disabilities (Brooks & Karathanos, 2009) • Results in an invisible, isolated population of children whose identities are ignored, stereotyped, or deemed in need of fixing

  8. Stages of Second Language Acquisition • Using home language in classroom • Nonverbal Period • Child spends time observing • Socially irrelevant (on the sidelines) • Going public with words/phrases • Formulaic and Telegraphic Speech • Productive use • Full participant, fluent communicator

  9. Individual Differences • Exposure • Age • Personality • Motivation • Simultaneous or Sequential Acquisition • Order of stages not set in stone, kids can skip around, backtrack, etc.

  10. Communicating at Play Time • How do kids use language with each other at play time? • Negotiate • Join a game • Assign roles • Take turns • Persuade

  11. Byong-Sun • How does this compare to a native English speaker’s play? • Socially irrelevant • Double Bind • Can’t be social without the language, can’t learn the language without being social

  12. Strategies for ECE Professionals • Developing family-school partnerships • Designing classroom environment • Fostering positive teacher-child relationships • Supporting positive peer interactions

  13. Developing Family-School Partnerships: Programming • Messages of welcome and support • Family intakes • Enrollment forms • Names • Policies and philosophies • Open-door policy • Sharing information and materials • Community events

  14. Developing Family-School Partnerships: Teachers • Family intake • Home language plan • Native language resources • Sharing information (curriculum, materials, etc.) • Get to know families as individuals, not as a culture

  15. Developing Family-School Partnerships: Teachers • Home visits, conferences • Goals • Assessment • Authentic, dynamic assessment without language • Discuss progress vs. results • Dialogue about language development • Invite families to share language/culture in any way they are comfortable

  16. Developing Family-School Partnerships: Teachers Families are your best resource! They are the experts on their culture and language, so developing partnerships will help you and you will feel more comfortable asking about it

  17. Classroom Environment • Consistent schedule and routine • Circle Time Routines • Small group vs. Large group • Photo schedule • Safe havens • Individualizedcommunication tools

  18. Classroom Environment How does your family say “hello”? • Represent languages, cultures • Labels (materials, names) • Books, Read-along stories • Music • Toys/Supplies • Speak a few key words/phrases

  19. Teacher-Child Relationship • Get to know the language, culture of child • Try a greeting word in the child’s home language • Learn to pronounce the child’s name • Interact first without language—parallel play, smiles, and space • Refer to child without speaking to him/her directly (included in group, but no pressure to respond) • Narrate the day with running commentary

  20. Teacher-Child Relationship • Start slow, with a few key words in home language • Interact with simple phrases supported with gestures/visual aids • Repetition • Start with hear and now • Expand their communication • Keep expectations in check

  21. Supporting Peer Interactions • Establish class mentors • Invite DLLs to play with you and into play groups with other children • Small group instruction vs. large group • Model and supply language • Vocabulary words in context • Repeating in social negotiations • Child-centered activities that encourage peer interaction • Intentional child placement • Safe havens

  22. Contact Us • Tracie Myers, Director director@cccc.comcastbiz.net • Stacey Flanigan, Education Coordinator cccc.office@gmail.com • Katy Knudtson, Preschool Teacher cccc.youngerpreschool@gmail.com • Community Child Care Center www.umncccc.org

  23. Refences Brooks, K. & Karathanos, K. (2009). Building on the cultural and linguistic capital of English learner (EL) students. Multicultural Education, 16(4), 47-51. Cheatham, G. A. & Ro, Y. E. (2010). Young English learners’ interlanguage as a context for language and early literacy development. Young Children, 65(4), 18-23. Chen, J. J. & Shire, S. H. (2011). Strategic teaching: Fostering communication skills in diverse learners. Young Children, 66(2), 20-27. Gillanders, C. (2007). An English-speaking prekindergarten teacher for young Latino children: Implications of the teacher-child relationship on second language learning. Early Childhood Education Journal, 35(1), 47-54. National Center for Education Statistics. (2009). Characteristics of public, private, and Bureau of Indian Education elementary and secondary schools in the United States:Resultsfrom the 2007–08 Schools and Staffing Survey (NCES 2009-321). Retrieved from http://nces.ed.gov/pubs2009/2009321/tables/sass0708_2009321_s12n_02.asp Nemeth, K. N. (2012). Basics of supporting dual language learners: An introduction for educators of children from birth to age 8. Washington, D.C.: NAEYC. Tabors, P. O. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second language. Baltimore: Paul H. Brookes Publishing Company. U.S. Census Bureau. (2010). New Census Bureau report analyzes nation's linguistic diversity: Population speaking a language other than English at home increases by 140 percent in past three decades (CB10-CN.58). Retrieved from http://www.census.gov/newsroom/releases/archives/american_community_survey_acs/cb10-cn58.html

More Related