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Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 48 Chapter 3: Connecting First and.

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Presentation on theme: "Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 48 Chapter 3: Connecting First and."— Presentation transcript:

1 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 48 Chapter 3: Connecting First and Second Language Development to Second Language Acquisition

2 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 49 Key Points During the preschool years, children are continually in the process of developing their language(s). In learning to talk, children learn the components of language and how to use language in different social contexts. It is important for teachers to become familiar with the process of first language development and with the language experiences and practices of English learners.

3 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 50 Key Points (continued) Children need opportunities and activities to verbalize their awareness of language differences and to learn that all languages are valuable. More experienced peers can be effective language models for children who are newcomers to the community.

4 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 51 Connections to Principles and Practices Principle 2: Children benefit when teachers understand and incorporate cultural differences into language use within their daily routine.

5 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 52 Connections to Principles and Practices Principle 3: Successful practices promote shared experiences in which language is used as a meaningful tool to communicate interests, ideas, and emotions.

6 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 53 Connections to Principles and Practices Principle 9: Engaging in multiple literacy practices, such as reading books, singing songs, and reading poetry, is part of the daily life of most families.

7 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 54 Linking Key Concepts to the Preschool Class What do you hear from the three-year olds you work with each day? What do you see them doing? Compare what you hear and see to the list on pages in the Resource Guide titled: Consider what most three-year-old children throughout the world can do with language.

8 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 55 Components of Language Underline or highlight definitions for the following key terms found in the Resource Guide: –Phonology –Morphology –Syntax –Semantics –Pragmatics/Communicative competence

9 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 56 Children and Their Language Development All of the terms on the previous slide point to the following: –The enormous amount of learning young children do as they learn the rules of language and experiment with language –The linguistic foundation children bring to school –Childrens varied learning experiences in the home language and other languages –Childrens exposure to various languages spoken around them

10 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 57 Language Development Through Childrens Music, Rhymes, and More Take a few minutes to think about the rhymes, songs, chants, or fingerplays you learned as a child and who taught them to you. Think about the linguistic concepts the rhyme or song teaches and any other significance it has for you.

11 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 58 Peer Teaching and Group Presentation Select one person at each table to teach your group a rhyme, song, chant, or finger play. –A: Identify an example that presents concepts that are pertinent or functional to young children. –B: If the rhyme or song is in a language other than English, the leader of the group should explain what the song teaches.

12 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 59 Other Language-Rich Activities Conversations Songs Tongue Twisters Sayings or Proverbs Finger Plays Rhymes Riddles Games and Chants

13 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 60 Connections to Principles and Practices Review Principle 2 on page 28 of the Resource Guide, and Principle 3 on page 31 of the Resource Guide. Do any of the ideas presented in these two Principles and the Practices that follow resonate with you?

14 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 3 61 Reflection Turn to page 32 in the Resource Guide and take the time to answer Question 1 on your Reflection handout: –What can I do in my classroom to be more proactive about integrating culturally relevant practices in language use?


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