Week 4 "Before Class" notes--Bilingual Learning
Week 4 "Before Class" notes--Bilingual Learning 17966
Popular in RED 2430: Foundations of Literacy and Learning
Popular in Education and Teacher Studies
This 2 page Class Notes was uploaded by Gabrielle Cervantes on Friday September 11, 2015. The Class Notes belongs to 17966 at University of Texas at El Paso taught by Dr. So Jung Kim in Summer 2015. Since its upload, it has received 33 views. For similar materials see RED 2430: Foundations of Literacy and Learning in Education and Teacher Studies at University of Texas at El Paso.
Reviews for Week 4 "Before Class" notes--Bilingual Learning
Report this Material
What is Karma?
Karma is the currency of StudySoup.
Date Created: 09/11/15
Week 4 Bilingual Learning Myth 1 Learning 2 languages during early childhood years will overwhelm confuse and or delay acquisition of English infants have innate capacity to learn 2 languages from birth can become proficient in both w sufficient exposure early bilingualism enhanced executive function abilities 0 children w more balanced skills in each language showed greater advantage Pre K 3rd grade ideal to learn 2nd language Myth 5 Spanish speaking Latinos show social as well as academic delays when entering Kinder 0 children from Mexican immigrant families are more socially and emotionally competent than peers from similar socioeconomic backgrounds 0 have more advanced executive function skills focused attn inhibitory control planning and working memory abilities mental exibility gt only when it has developed bilingual proficiencygtllt Myth 2 Language development of DLL looks same as monolingual language development neural patterning and language processing systems narrow as children age young bilingual children develop widely dispersed and evenly distributed neural pathways across both brain hemispheres unique linguistic challenges lea dot different skills slower word retrieval but enhanced abilities in other areas additional cognitive challenges of switching bw languages is associated w increased cognitive control and executive function skills socio cultural differences that affect language development hs degree parents low income family non mainstream culture Myth 6 Native English speakers may experience academic and language delays in dual lang programs 0 balanced dual language approach is effective model for DLL and native English speakers 0 closes achievement gap for DLL students wout hurting non DLL students 0 graduate w strong skills and speak 2 languages Myth 3 Total English immersion from Pre K to 3rd grade is the best way for a young DLL to acquire English not yet mastered fundamentals of 1st Myth 7 If instruction is delivered primarily in English you don t need to worry about DLL children s progress in home language 0 assessing only in Eng underestimates language new unfamiliar language negative impact on development of home language and academic achievement 0 tend to lose ability to communicate in lst language prefer English develop communication problems depressed academic achievement in English 0 DLL students can outperform English only students when taught both language in balanced manner the child s knowledge and true abilities instead assess in both languages to determine what it has learned 0 vocabulary varies because they don t learn new words in other language Myth 4 Because schools don 39t have capacity to provide instruction in all languages represented by DLL s programs should provide instruction in 1 common languageEnglish 0 teachers should use practices that support continued development of home language 0 benefits in promoting literacy skills in home language and English academically socially cognitively SUMMARY Research proves conventional wisdom otherwise Children benefit from 2 languages It s critical to obtain accuratevalid assessment info for DLL children to design appropriate material 1 Support DLL s home language and literacy development while promoting Eng language development ELD 2 Family engagement need to be examined through diversity lenses 3 Review current state early learning standards 4 Design implement evaluate instruction strategies 5 Provide professional development training to all ECE teachers 6 Support bilingualism for all when possible 7 Assess all DLL children in both languages