Educational Psychology Twelfth Edition Anita Woolfolk © 2013, 2010, 2005, 2001, 1997 Pearson Education, Inc. All rights reserved.

Language Development, Language Diversity, and Immigrant Education Chapter 5 Language Development, Language Diversity, and Immigrant Education

Overview I. The Development of Language II. Diversity in Language Development III. Dialect Differences in the Classroom IV. Teaching Immigrant Students and English Language Learners V. Special Challenges: ELL Students 5-3 Woolfolk Educational Psychology, 12e © 2013 Pearson Education, Inc. All rights reserved. 3 Presentation Title runs here l 00/00/00

What Would You Do? Read “What Would You Do?” What is the real problem here? How would you help the class (and yourself) to feel more comfortable with each other? What are your first goals in working on this problem? How will these issues affect the grade levels you will teach? 5-4 Woolfolk Educational Psychology, 12e © 2013 Pearson Education, Inc. All rights reserved. 4 Presentation Title runs here l 00/00/00

Objectives 5.1: Understand how language develops and know how to support emergent literacy. 5.2: Discuss what happens when children develop two languages. 5.3: Address whether dialect differences affect learning and discuss what teachers can do. 5.4: Discuss whether English immersion or bilingual instruction is better for English language learners. 5.5: Explain who the Generation 1.5 students are and describe their learning characteristics. 5.6: Define sheltered instruction and explain how it works. 5.7: Discuss how teachers can recognize special learning needs and talents when they do not speak their students’ first language.

The Development of Language Language and Cultural Differences Cultures create words for the concepts that are important to them. Children develop language as they build on other cognitive abilities by actively trying to make sense of what they hear, looking for patterns, and making up rules. Built-in biases and rules may limit the search and guide the pattern recognition. Reward and correction play a role in helping children learn correct language use, but the child’s thought processes also are important. 5-6 Woolfolk Educational Psychology, 12e © 2013 Pearson Education, Inc. All rights reserved. 6 Presentation Title runs here l 00/00/00

The Development of Language Sounds and Pronunciation By age 5, most children have mastered the sounds of their native language. Vocabulary and Meaning By age 6, most children understand up to 20,000 words and can use about 2,600. As cognitive abilities develop, children begin to understand words that express abstract ideas and hypothetical situations. Grammar and Syntax Initially, new rules may be applied too widely: (“broked” instead of “broken”) 5-7 Woolfolk Educational Psychology, 12e © 2013 Pearson Education, Inc. All rights reserved. 7 Presentation Title runs here l 00/00/00

The Development of Language Pragmatics Knowledge about how to use language When, where, how, and to whom to speak Metalinguistic Awareness Explicit understanding of language and how it works Begins to develop around age 5 5-8 Woolfolk Educational Psychology, 12e © 2013 Pearson Education, Inc. All rights reserved. 8 Presentation Title runs here l 00/00/00

The Development of Language Emergent Literacy Two categories of skills important for learning reading Understanding sounds and codes Decoding units of print into units of sound, and units of sound into units of language (inside-out skills) Oral language skills Understanding auditory derivations, and placing them in correct conceptual and contextual framework (outside-in) Supporting emergent literacy Reading with children Retelling stories and talking about them Limiting time spent watching television 5-9 Woolfolk Educational Psychology, 12e © 2013 Pearson Education, Inc. All rights reserved. 9 Presentation Title runs here l 00/00/00

Diversity in Language Development Dual Language Learning Children can learn two languages at once if they have adequate opportunities in both languages. There are many cognitive advantages to learning more than one language. People of any age can learn a new language. The best time to learn accurate pronunciation is early childhood. People who can communicate in both a spoken and a signed language or in two different signed languages are considered bilingual. 5-10 Woolfolk Educational Psychology, 12e © 2013 Pearson Education, Inc. All rights reserved. 10 Presentation Title runs here l 00/00/00

Diversity in Language Development Bilingualism Speaking two languages Cultural Differences Might interfere with developing academic English and content understanding Beliefs about learning are shaped by culture and previous experiences, which may explain why English Language Learners seem quiet and reluctant to speak in class. 5-11 Woolfolk Educational Psychology, 12e © 2013 Pearson Education, Inc. All rights reserved. 11 Presentation Title runs here l 00/00/00

Dialect Differences in the Classroom Any variety of a language spoken by a particular group Includes variation in vocabulary, grammar, and pronunciation Differs by region, even within small distances or communities Genderlect Differences between how males and females speak Accent Inflection, tone, or choice of words unique to an individual or group of individuals 5-12 Woolfolk Educational Psychology, 12e © 2013 Pearson Education, Inc. All rights reserved. 12 Presentation Title runs here l 00/00/00

Dialect Differences in the Classroom Dialects and Teaching Teachers need to be sensitive to their own stereotypes about children who speak a different dialect. Ensure comprehension by repeating instructions, asking students to paraphrase instructions, and giving examples. Focus on understanding and accepting students’ language while teaching alternative forms of English used in formal writing and work settings. 5-13 Woolfolk Educational Psychology, 12e © 2013 Pearson Education, Inc. All rights reserved. 13 Presentation Title runs here l 00/00/00

Teaching Immigrant Students and English Language Learners People who voluntarily leave their country to become permanent residents in a new place Refugees A special group of immigrants who also relocate voluntarily, but are fleeing their home country because it is not safe “Melting Pot” Old view that minority group members and immigrants should assimilate completely into the American culture Multiculturalism Celebrates cultural diversity 5-14 Woolfolk Educational Psychology, 12e © 2013 Pearson Education, Inc. All rights reserved. 14 Presentation Title runs here l 00/00/00

Teaching Immigrant Students and English Language Learners Four Profiles of English Language Learners Balanced Bilinguals Speak, read, and write well in their first language and in English Monolingual/literate Students Literate in their native language, but speak limited English Monolingual/preliterate Students May not read or write in their native language, or may have very limited literacy skills Limited Bilingual Students can converse well in both languages, but for some reason have trouble learning academically. 5-15 Woolfolk Educational Psychology, 12e © 2013 Pearson Education, Inc. All rights reserved. 15 Presentation Title runs here l 00/00/00

Teaching Immigrant Students and English Language Learners Generation 1.5 Students whose characteristics, educational experiences, and language fluencies are somewhere between those of students born in the United States and those of students who are recent immigrants Have lived most of their lives in the United States Language at home sometimes not English Often can speak in fluent conversational English Academic English sometimes not well developed Tend to be “ear learners” 5-16 Woolfolk Educational Psychology, 12e © 2013 Pearson Education, Inc. All rights reserved. 16 Presentation Title runs here l 00/00/00

Teaching Immigrant Students and English Language Learners Names for English Learners Limited-English Proficient (LEP) English Language Learners (ELL) English as a Second Language (ESL) classes devoted to teaching these students English Bilingual Education Works best if students are not forced to abandon their native language The more proficient students are in their first language, the faster they will master the second. 5-17 Woolfolk Educational Psychology, 12e © 2013 Pearson Education, Inc. All rights reserved. 17 Presentation Title runs here l 00/00/00

Teaching Immigrant Students and English Language Learners Teaching ELL Students Begin instruction with a formative assessment. Use small group interventions to focus instruction on the areas of need. Target teaching essential vocabulary. Both content and common words Directly teach academic English. Make wide use of peer-assisted learning, particularly working in pairs, to complete academic tasks. 5-18 Woolfolk Educational Psychology, 12e © 2013 Pearson Education, Inc. All rights reserved. 18 Presentation Title runs here l 00/00/00