Language Development Among Children of Linguistic Diversity

Dialect Diversity Specialized variations of a language Typically used only in oral language Regional and social variations

Interactions of Language Groups Pidgin – simplified form of language ◦ Small vocabulary ◦ Simple grammar ◦ Limited functions Creole ◦ Develops when Pidgin becomes Mother Language across two generations ◦ Linguistic features expanded

Standard American English Dialect used in business and educational settings “standard” dialect for our historical time and place only

Culture and Language Whorf-Sapir Hypothesis ◦ The way we think is influenced by our language Verbal Deficit Perspective ◦ Anything other than SAE is deficient ◦ Proven invalid Socialization Mismatch Hypothesis

African American English Dialect Richness and linguistic complexity Separate and authentic dialect Not a corrupt or broken form of English Bi-dialectism provides linguistic flexibility

Academic Register Dialect of English used at school Language used in educational materials and texts Language of Power

Acquisition of Academic Register “Language differences are a disadvantage only when the school/classroom environment assumes or recognizes only standard English as the real, authentic language.” Gray, 1984.

Teacher’s Role Language used to accompany learning activities Help children develop awareness of their own uses of language and the linguistic features of their language Teach features of academic English

Second Language Acquisition Simultaneous bilingualism ◦ Prior to age 3 Successive bilingualism

Language Interference Code mixing ◦ Attempts to convey meaning when knowledge of second language is incomplete Code switching ◦ Conscious use of two languages within conversation

Benefits of Bilingualism Higher levels of metalinguistic awareness Greater, earlier awareness of language structure Wider perspectives More social skills Subtractive bilingualism – loss of L1 Additive bilinguilism – L1 +L2

Factors in Second Language Acquisition Under 5 – resembles L1 process and proficiency rate of acquisition slows down Children learn more easily and achieve near-native pronunciation better than adults Amount of linguistic input

Social Settings Second language learner’s role – listener or active participant Presence of concrete referents (for conceptual development) Knowledge and attitude of person modeling target language

Second Language Learning Basic Interpersonal Communication Skills ◦ Social, conversational skills Cognitive Academic Language Proficiency ◦ Language skills needed for academic learning

Programs for ELL ESL ◦ English-only instruction for language learning (not usually content learning) Bilingual ◦ Dual language instruction in content areas Immersion ◦ Language arts in home language only ◦ Dual Language programs in both languages equally Submersion ◦ Sink or swim approach

Strategies Select literature from different cultures and dialects Focus on how language is used in different settings Model curiosity about other languages and dialects Learn basic greetings and expressions in a variety of languages and dialects

Strategies Use multicultural approach embedded in everyday activities Avoid a one-time unit or “tourist” approach to culture Select classroom materials that reflect diversity

Facilitating Second Language Acknowledge first language or dialect as a valid form of communication Learn about child’s home language or dialect – phonology, morphology, syntax, semantics, or pragmatics Be patient with child’s need to develop receptive knowledge of SAE before expressive knowledge

Facilitating Second Language Provide conversational opportunities Allow students to formulate answer in home language and give time for translation Provide cues for when and how L2 students will need to respond Use songs, nursery rhymes, fingerplays, like L1 activities