Chapter 3: Connecting First and Second Language Development to Second Language Acquisition

Training Outcomes Be familiar with the components of language Understand cultural differences in language practices Recognize that, as part of family life, most families engage in literacy activities such as reading books, singing songs, and reading poetry.

Framework Guiding Principle Respect cultural values and behaviors reflected in the child’s language and communication PCF, Vol. 1, p. 180 Framework Guiding Principle Language and culture are highly integrated, so attention must be paid to cultural values and behaviors, which are embedded in both the language and communication style of the home language and the new language being learned. Children benefit when their teachers understand cultural differences in language and communication use and incorporate them into their daily routine. Teachers must be understanding of how the child’s culture is reflected in his communication styles (e.g., child waits for the adult to initiate the conversation, child looks away from adult) (PEL Resource Guide, Principle 2). PCF, Vol. 1, p. 180

Cultural Differences Research Research across language and cultural groups indicates that throughout the world families interact with babies in many different ways. PEL Resource Guide, Second Edition, p. 26 Invite participants to turn to page 26 in their PEL Resource Guide. Have them read the research highlights on that page. When participants have completed reading, debrief with the following questions: What new fact did you learn? What was especially interesting you? What does that make you think of with regard to your own interactions with babies?

Linking Key Concepts to the Preschool Class 1. 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 20-21 in the Resource Guide titled: “Consider what most three-year-old children throughout the world can do with language. 2. Compare what you hear and see to the list on page 21 of the PEL Resource Guide.

Components of Language Have participants locate the components of language in their PEL Resource Guide. Phonology Page 22 Morphology Page 22 Syntax Page 23 Semantics Page 23 Pragmatics / Page 23 Communicative Competence Acknowledge that many preschool teachers know these concepts by less technical terms such as referring to phonology as “the basic units of sound.” With the increased attention given to student outcomes, program standards, and learning foundations, it is important to use the technical terms. Comment on the definitions and how they point to the enormous amount of learning that young children do as they learn the rules of language and experiment with language. Use this opportunity to link the definitions to what the participants identified as things they heard and saw from three and four year old children. All of these key terms reinforce that learning and language development occur through social interaction.

Match Time Look for the words and definitions at the center of your table. Use your book and existing knowledge to match the meanings to the words. Stand up when you have completed the task. This activity uses Table Activity 3A_Match Game. Print one copy for each table. Cut apart into cards for participants to match. Invite all tables to participate in the word match game. Give the first table to finish a prize.

Children and Their Language Development With information we have just covered: Children and Their Language Development Have any of the assumptions with which we started the day been challenged? Have any been reinforced? Have you changed your thinking about children’s abilities to learn language? 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 Children’s varied learning experiences in the home language and other languages Children’s exposure to various languages spoken around them

Language Development Through Music and More Pio Pio Pio Small Group Work: Language Development Through Children’s Music, Rhymes, and More (20 minutes) Watch this video as an example of a familiar song or finger play that families may engage with frequently, that also supports language development. This video lays the groundwork for the activity on the next slide. You can click the link on the slide to play the clip from youtube, or you can download the clip from the CPIN Resource Page. Reading or using familiar materials or texts can improve reading comprehension among older students and literacy development more generally among younger students; however, “familiar” means familiar in the child’s lived experience, not necessarily familiar in the sense that it is part of a cultural group’s traditions (Goldenberg, Rueda, and August 2006). Claude Goldenberg, Karen Nemeth, Judy Hicks, Marlene Zepeda, and Luz Marina Cardona, “Program Elements and Teaching Practices to Support Young Dual Language Learners,” in California’s Best Practices for Young Dual Language Learners: Research Overview Papers, ed. Faye Ong and John McLean, in cooperation with Cecelia Fisher-Dahms (Sacramento, CA: Department of Education, 2013), 93.

Let’s Play Together Locate in your folder: What are the children learning? Let’s Play Together What are the children learning? Locate in your folder: Handout 3B_Songs and Rhymes Handout 3C_Song and Rhyme chart Decide which example to play with. Spend 5 minutes remembering, or making up, how to sing or say the song/rhyme. Fill in the chart with a tablemate. First: Take out Handout 3B_Songs and Rhymes. These songs are common songs for many families At least one should be familiar to a few members in the group; if you have another song that is near and dear to your heart please quickly write that song out to use for the following activity. Take 5 minutes to play with the rhyme. If you know it then practice it. If you do not know it then just make up something you may do with the rhyme or song if you were hearing it for the first time. The purpose is to engage with the example song/chant/rhyme Second: Fill out the chart (Handout 3C_SongRhymeChart) at each table by listing all the different skills children are learning when they have the opportunity to engage with that song/chant/rhyme just like you have just done. Remember to think about the components of language we discussed earlier. Use your Framework Substrand Chart to help you think about different components of Language and Literacy domain. Think about domains other than language and literacy. What other skills are children developing? There is not one right answer nor are there a finite number of answers so make sure to think holistically Encourage participants to identify concepts that are pertinent or functional to children (i.e., a counting song that teaches valuable number concepts rather than a silly rhyme such as “Ring Around the Rosie”). If the rhyme or song is in a language other than English, the leader of the group should explain what the song teaches. Emphasize the value of rhymes, songs, chants, and finger plays for language development and second acquisition. The facilitator may also note that there are other language riches that families engage in including family stories, tongue twisters, sayings, proverbs, and riddles. Ask the whole group: “How does the integration of familiar songs, rhymes and chants in the first language support the education of English learners?” At this time, the facilitator may point out the peer learning that occurred in this activity. Comment on the knowledge and expertise that came from the participants themselves. This is something that we teachers might forget, that is, to tap into the resources from our own staff, parents, and children. Encourage participants to think about how they can draw on the knowledge from their staff, families, and the children.

Intentional Language-Rich Activities Conversations Songs Tongue Twisters Sayings or Proverbs Finger Plays Rhymes Riddles Games and Chants With songs, rhymes, finger plays, and all of the language rich activities listed on this slide, it is important for teachers to be selective about the ones they will use so that they intentionally address skills and concepts that the children need to learn and review. Note that within homes, families engage in many of these activities in their home language. Teachers can use these experiences, in the home language and in English, to scaffold children’s English language learning. In one well-done preschool ethnographic study (Kenner 1999), for example, young DLL children’s reading and writing development was supported by incorporating elements familiar to children from their homes and communities, such as letter-writing to and from relatives, posters (e.g., from The Lion King), and recipes from a popular cooking program on television. Claude Goldenberg, Karen Nemeth, Judy Hicks, Marlene Zepeda, and Luz Marina Cardona, “Program Elements and Teaching Practices to Support Young Dual Language Learners,” in California’s Best Practices for Young Dual Language Learners: Research Overview Papers, ed. Faye Ong and John McLean, in cooperation with Cecelia Fisher-Dahms (Sacramento, CA: Department of Education, 2013), 93.

Principles and Framework Invite participants to read each of the quotes as found in the PEL Resource Guide and the PCF. Review Principle 2 (p. 28) and Principle 3 (p. 31) in the PEL Resource Guide. The environments and materials section can be found on page 181 of the PCF. Principle 2 was addressed when we discussed what we see and hear from three and four year old children; the children are using language as a tool to communicate. Refer participants to Handout 3D_Side-by-Side to see all three sections side by side for a quick reference.

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. Key Points (5 minutes) Review and discuss the key points for this chapter, stopping to answer or clarify any questions participants may have regarding the key points. 13

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. Might want to ask participants to take a moment and think about opportunities in their own settings which promote and support the valuing of multiple languages. 14