Scare you??LANGUAGE

DOES LEARNING A SECOND

Lisett BadilloLorena Chavez

Yolanda Mendez

Morgan Palm

Four different processes

Language Acquisition

-Sociocultural-Language-Academic-Cognitive

If you are bilingual, how did you learn your second language?

First-language Acquisition

L1- First language acquired

Second-language Acquisition

L2- Second language acquired

Bilingual-language Acquisition

Is acquired in 4 Stages.

MORPHEME -Any of the minimal grammatical units of a language, each constituting a word or meaningful part of a word, that cannot be divided into smaller independent grammatical parts.

Second- language Acquisition as a Natural Developmental Process

Language Used at School and Community

When the community and school are in sync, students use better language skills at home, community, and jobs.

Factors why studentsstruggle with English

Group Work

Accommodations

Adjustments

Students’ Past Schooling and Escape From War

Affective Factors that help

students learn English

Learning StrategiesMetacognitiveCognitiveSocial/affective

Changes In Teaching a Second Language

• New trends in teaching are no longer

just “fads”.

• No single method of teaching is effective

with every child.

Integrating Language and Content

• Teach language through something essential and

meaningful.

• Teacher team work.

• Use Sheltered Content Instruction Strategies

Whole Part(Reading for meaning)

Part Whole(Phonics)

Whole Language

http://pbskids.org/lions/games/hopposites.html

Students need L1 cognitive development to better succeed

in L2.

Students and teachers are partners in learning so incorporate what children bring to the class.

Valuing Students’ First Language

Teaching Language Arts in a Bilingual Classroom

Goal

Empowering bilingual students by providing them with the academic strategies and cognitive strengths they need to be effective learners is the overall of bilingual classes.

Defining Bilingual Profiency

Students need to receive at least 4 to 5 years of high-quality L1 schooling to avoid the risk of cognitive difficulties in L2.

LINGUISTS WOULD CONSIDER IT UNREALISTIC

TO REQUIRE THAT BILINGUALISM ALWAYS BE DEFINED AS THE COMPLETE MASTERY OF TWO LANGUAGES IN ALL

CONTEXT.

Major GoalsFor Bilingual Proficiency

Development of full proficiency in English

Development of listening, speaking, reading, and writing modes in both

languages.

Use both languages for all academic work across the curriculum at each grade

level

Has native-like proficiency in two languages (Bloomfield, 1933)

Can use two languages alternately (Weinreich, 1953)

Can produce meaningful sentences in L2 (Haugen, 1969)

Can engage in communication in more than one language (Fishman, 1966)

Speaks only one language but uses different language varieties, registers, and styles of that language (Halliday & Stevens, 1964)

WIDE RANGE DEFINITIONS FROM VERY

STRONG VERSION TO WEAK VERSIONS

PROPOSING MINIMAL

COMPETENCE IN L2.

The Continuum of Bilingualism

Dialect Diversity

Standard?What

COUNTRY or REGION?

Local Dialect?

“ Jack jue ne ca la giganta”

“Ne” spelling error “en”

“Jack fue a la casa de la giganta”

“Students are thus empowered through affirmation of their linguistic roots.”

“Student feel empowered when they can speak in

their native dialect in the calssroom without being

told that they are wrong.”

Language Distribution in the Bilingual Language Arts Classroom

1. Do you think whole language teaching methods are more useful than phonics? Explain.

2. When children experience trauma (war, poverty, neglect), how does that affect learning a new language?

Quiz Questions?