1. 71 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Chapter 4: Paths to Bilingualism

2. 72 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Key Points There are three alternative paths to achieving childhood bilingualism. There are three developmental phases through which children pass as they acquire two languages simultaneously: early, middle, and late.

3. 73 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Key Points (continued) Continued use of the home language, while acquiring a second language, is important to a childs cognitive development. There is an important relationship between language, culture, and learning.

4. 74 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Connections to Principles and Practices Principle 4: Language development and learning are promoted when preschool teachers and children creatively and interactively use language.

5. 75 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Connections to Principles and Practices Principle 5: Experimenting with the use, form, purpose, and intent of both the first and second language leads to growth in the acquisition of the second language.

6. 76 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Connections to Principles and Practices Principle 6: Continued use and development of the childs home language will benefit the child as he or she acquires English.

7. 77 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Theoretical Basis for Second Language Acquisition Key Terms and Concepts Cross-Language Transfer Interdependence Hypothesis Threshold Hypothesis Matching Key Terms and Definitions Activity

8. 78 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Cross Language Transfer The skills, background knowledge, and cognitive strategies that children transfer between their first and second language.

9. 79 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Interdependence Hypothesis In developing proficiency in one language, children develop underlying cognitive skills which facilitates learning and developing proficiency in the second language.

10. 80 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Threshold Hypothesis This hypothesis explains that English learners must achieve minimum thresholds (levels) of proficiency in both their home language and in English before the benefits of bilingualism can be achieved.

11. 81 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Matching Activity Match each key concept with its corresponding definition using the scrambled cards at your table.

12. 82 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Research Highlight Turn to page 35 of the Resource Guide to read the Research Highlight and reflect on the advantages of knowing more than one language.

13. 83 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Paths to Bilingualism Simultaneous Successive Receptive

14. 84 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Lens on Video Viewing Reflect: On the key concepts of theory Refer: To Handout 4B: Three Alternative Paths to Bilingualism. Respond: In writing on Handout 4B. Underline: Key terms on pages 34-43 in the Resource Guide.

15. 85 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Simultaneous Bilingualism Process of learning two (or more) languages within the same span of time, starting before age 3. Children develop equally, or nearly equally, in both languages through exposure and opportunities to use both languages. Equally balanced knowledge of both languages is rare. Life experiences in both languages are rarely the same. Also known as simultaneous language acquisition.

16. Simultaneous Bilingualism Video Please choose your computer type for the proper video format. Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 86

17. Click for next slide 87 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4

18. Click for next slide 88 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4

19. 89 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Successive Bilingualism Process of learning a second language after having reached at least basic mastery in the first language. By age 3, most children have acquired most aspects of oral language. Also known as sequential bilingualism or successive second language acquisition. Explained in greater detail in Chapter 5.

20. Successive Bilingualism Video Please choose your computer type for the proper video format. Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 90

21. Click for next slide 91 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4

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23. 93 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Receptive Bilingualism Process of learning a second language with few opportunities to speak it. Children understand a great deal more than they are able to express in words. Learning a second language through exposure, not active use. Fairly common experience for many English learners prior to entering school.

24. 94 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Connections to Principles and Practices Volunteers read aloud the following Principles from the Resource Guide: –Principle 4, page 40 –Principle 5, page 41 –Principle 6, page 43 At your table, share one practice from your selected principle to apply with the preschoolers you teach.

25. 95 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 4 Reflection Turn to page 44 in the Resource Guide and take the time to answer Question 1 on your Reflection handout: –How do I communicate to the children and their families the importance and benefits of learning more than one language?