Section 2: Developing Language Arts Programs Chapter 5 – Understanding Differences

Language Differences Standard English Accent Spoken by the majority of those in the US Dialect-different from standard English Regional and geographical Social and ethnic Black English/African-American English/Ebonics Grammatically consistent Does not conjugate to be, drops final consonants Accent Loudness, change of pitch, longer duration Working with dialect speaking families-recognize differences: Subject-verb agreement Verb “to be” Present tense for past tense “Got” for “have”

Teacher’s Role Teachers need to: Understand their views are not necessarily held by others Aware how they interpret others behaviors by their cultural norms Realize that language and behaviors can have different cultural meaning Know that student-teacher communication is crucial And: Accept differences with learning time frames Accept attempts to communicate Realize that children need to acquire new language skills, not replace theirs Provide stimulating, active diverse environment Value home culture Use informal observations Provide an accepting classroom climate Avoid Correcting Implying children are not trying hard enough Discouraging speaking Allowing teasing Interrupting Hurrying Putting children on-stage

Second-language learners Also called: English as a second-language student Students with limited English proficiency (LEP) Language-minority learner English-language learner Linguistically diverse student Participate primarily in non-English speaking contexts out of school Communicate well in those contexts Are being introduced to English-speaking environments Simultaneous bilingualism – younger than 3, learns two languages at the same time Sequential bilingualism – learns second language after 3

Second-language learners must: Produce sounds that may not be used in native language Understand that native speech sounds/words may have different meanings in 2nd language (ex: “parents” in French means relatives) Learn and select appropriate responses Sort and change word orders in 2nd language Learn different cultural values and attitudes Control the flow of air while breathing and speaking

Developmental Sequence of Learning a Second Language: May continue to use home language in second-language context (school) Nonverbal period while they collect information and experiment with sounds Use individual words and phrases in new language Productive use of second language And/or: Silent period stage Mixing-language and code-switching stage Separation of language stage Dominance of one language over another stage Stage of rapid shift in balance when input changes

To support second-language learners: (summarized from a variety of sources) Learn to pronounce the child’s name correctly Continue to support the original language Involve family and community Well-trained teachers with cultural competence Learn some words/phrases in native tongue Represent primary culture throughout classroom – photographs/pictures, dramatic play props, books, labels in classroom Respond to attempts and meaning, instead of pushing for technicalities Listen patiently Create a safe atmosphere Put child in small-group or paired situations with compatible peers Combine nonverbal messages (point, touch, etc) with verbal communications Choose predictable books to share

Some things that often vary in cultures: Family structure Roles of adults and children and their behavior in terms of power and politeness Discipline Feelings about time and space Religion Food Health and hygiene History Traditions Holidays Celebrations

Cultural Awareness Activities: Identify similarities and differences between children Focus on similarities in cultures Explore how different people experience activities of everyday living: daily clothing, food, work Build cultural activities in all aspects of the classroom, throughout the year avoid a “tourist approach” where only a broad overview of a culture is presented in a brief period, often focusing on unusual aspects Involve families in sharing the part of their lives they find important