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

2. 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”

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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