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Chapter 6: Code Switching and Language Loss

Chapter 6: Code Switching and Language Loss. Key Points. A goal for preschool teachers is to provide opportunities for children to acquire English as a second language while continuing to encourage the development of the home language. Key Points (continued).

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Chapter 6: Code Switching and Language Loss

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  1. Chapter 6: Code Switching and Language Loss

  2. Key Points • A goal for preschool teachers is to provide opportunities for children to acquire English as a second language while continuing to encourage the development of the home language.

  3. Key Points (continued) • Code switching is a normal part of language development for many bilingual children. • Language loss is a common occurrence for children learning a second language, and this loss can have negative implications for the child’s connection with the family and community.

  4. Connections to “Principles and Practices” Principle 7: Code switching is a normal part of language development for many bilingual children.

  5. Definition: Code Switching The use of two or more languages in the same stream of talk or The ability to alternate between two language systems in a conversation

  6. Examples of Code Switching from Preschoolers

  7. Should Teachers Code Switch? • Using side-by side translation is highly discouraged as it often results in children “tuning out” when the language they do not understand is being used. • Carefully planned and intentional use of code switching may be a way to support learning for some children. • When possible, it is preferable to have one adult be the model for English and another adult be the model for a home language other than English.

  8. Video Viewing : Developing the Young Bilingual Learner Please choose your computer type for the proper video format.

  9. Click for next slide

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  11. Quiz on Code Switching and Language Loss • Take a few minutes to complete Handout 6B: Code Switching and Language Loss True/False Quiz • All the answers are found in Chapter 6 of the Resource Guide. • You’ll check your own answers when we go through the quiz together.

  12. Reflection Turn to page 62 in the Resource Guide and take the time to answer Question 1 on your Reflection handout: • How can I balance the amount of talking I do in order to allow children to participate more through their own use of language?

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