Multicultural Students with Special Language Needs

1. Multicultural Students with Special Language Needs Practical Strategies for Assessment and Intervention By Celeste Roseberry-McKibbin, Ph.D., C.C.C.

2. SummaryBy Jori Zollman

3. First, we should recognize� There are many important aspects of second language learning that educators should be aware of before it is possible to appropriately determine if a student is displaying �normal� behaviors regarding second language learning or if they actually have a language learning disability. Educators should also be knowledgeable over a vast amount of information regarding the normal processes or second language learning, the variables in second language acquisition, second language learning styles and strategies, types of language proficiency, bilingual development, developing bilingual proficiency and other important concepts. Due to the amount of important information in this chapter, an outline has been provided as a summary.

4. Normal Processes of 2nd Language Acquisition Interference (Transfer) � when communicative behavior (grammar rules, etc.) from the first language is carried over into the second language. Fossilization � when specific language errors remain despite a person being proficient in the second language. Interlanguage � a separate linguistic system that changes as the person becomes more proficient in the second language; results from the learner�s attempts to produce the target language. Silent Period � when learning a second language many learners go through a silent period where there is a lot of listening and comprehending but not a lot of talking. Code-Switching � alternating between two languages within a single sentence, phrase, or conversation. Language Loss � occurs when the use of the first language decreases due to an increase in the use of the second language. The first language often becomes forgotten or skills decrease drastically if not practiced.

5. Affective Variables of 2nd Language Acquisition Motivation � is student acculturated? Is there enclosure between the two cultures? Congruence between the two cultures? Attitudes of students and peers? How long will family be in the area? New language a threat to student�s identity? Personality � self esteem (good self esteem = better learner), extroversion (extroverts = better learners), and assertiveness (assertiveness = better learner). Anxiety Level � the lower the anxiety levels in learners, the better they learn the second language. Socioeconomic Status � students whose peers are the same socioeconomic status are more likely to learn the 2nd language successfully.

6. 2nd Language Learning Styles and Strategies Avoidance � can lead to individual�s performance appearing inadequate despite their competence being adequate. Use of Routines � if able to use common phrases (How are you? Etc.), regardless of their comprehension of the phrase, they give the false impression they are fluent speakers. Practice Opportunities - the more opportunities that exist for listening to and speaking the second language, the more likely 2nd language proficiency will occur. High vs. Low Input Generators � high input generators seek out interactions with others and are more likely to learn the 2nd language. Modeling � the type of language models the students are exposed to will positively or negatively affect their language acquisition.

7. Types of Language Proficiency Separate Underlying Proficiency (SUP) ~Belief that language proficiency in the first language is totally separate from language proficiency in the second language; skills from one do not transfer to the other. Common Underlying Proficiency ~Belief that language proficiency in the first language is directly related to language proficiency in the second language; this is the popular belief � though it is often not respected or followed in the school systems when working with students who are learning English. ~It is imperative for the student�s first language to be fully developed before instruction in the second language begins. If the second language is introduced too early the student often lacks proficiency in both languages and his/her cognitive development is negatively affected.

8. Stages of Bilingual Development Limited Bilingual or Semi-Lingual (low competency in both languages) Non-Balanced Bilingual (competency in one language) Balanced Bilingual/Additive Bilingual ~Additive Bilingual � occurs when both languages are reinforced, results in high proficiency in both languages. ~Subtractive Bilingual � occurs when the student�s first language is replaced by the second language due to a lack of reinforcement of the first. More likely to suffer negative cognitive effects.

9. Developing Bilingual Proficiency

10. Developing Bilingual Proficiency

11. Other Important Concepts Comprehensive Input � necessary for language development � it is naturally occurring communication that the learner absorbs throughout the course of their day. Comprehensive Output � also necessary for language development � it is what a learner is able to communicate �out� in the second language. ZPD Theory of Development � the distance between a child�s actual level of development as determined by independent problem solving and the child�s potential level of development through problem solving with more capable peers or an adult. Simultaneous Acquisition � occurs when 2 languages are learned simultaneously from infancy. Infant Bilingualism occurs; resulting in equivalent levels of language proficiency in both languages. Very positive impact on cognitive skills. Sequential Acquisition � occurs when languages are learned at different times. Learner is more likely to have language acquisition problems with the languages that are not his/her native language. Sequential Acquisition outcomes are much more difficult to predict than Simultaneous Acquisition.

12. Discussion Questions: What are some ways you could adjust your lesson plans to allow children their needed �Silent Period�? What are some things you could do to help motivate your students? Why is motivation an important part of second language acquisition? When you learned a second language, what were some of the most difficult obstacles you faced? How can you make overcoming those obstacles easier for your future students? What are some ways you can make it easier for your students of lower economic status to learn a second language? Why is it harder in the first place? Of all the different models discussed, is there one in particular you like or don�t like? Why or why not?

13. The End Powerpoint Presentation By Amy Bultman