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Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 6 130 Chapter 6: Code Switching and.

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Presentation on theme: "Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 6 130 Chapter 6: Code Switching and."— Presentation transcript:

1 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Chapter 6: Code Switching and Language Loss

2 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 6 131

3 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 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.

4 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 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 childs connection with the family and community.

5 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Connections to Principles and Practices Principle 7: Code switching is a normal part of language development for many bilingual children.

6 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 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

7 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Examples of Code Switching from Preschoolers Die milch pouren.Pour the milk.English/ German I put the fork en la mesa. I put the fork on the table. English/ Spanish I dont want to eat my pollo. I dont want to eat my chicken. English/ Spanish Any examples from participants?

8 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 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.

9 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 6 Video Viewing : Developing the Young Bilingual Learner Please choose your computer type for the proper video format. 138

10 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 6 Click for next slide 139

11 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 6 Click for next slide 140

12 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 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. Youll check your own answers when we go through the quiz together.

13 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 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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