SOME KEY CONCEPTS IN LANGUAGE DEVELOPMENT

Non-Verbal PeriodWhen learning a new language, there is often a period of time during which the young learner will not speak. This is a very active time in the child’s brain as they begin to construct a model of the language.

Code-SwitchingIt is perfectly natural during language development for young learners to mix their languages. This is not a sign of confusion, but rather an indication that they are using all their available resources to communicate.

Formulaic SpeechYoung learners often start by mimicking common and repetitious phrases without fully understanding what they mean.This is a natural step in language development.

MILESTONES IN LANGUAGE DEVELOPMENT

First words in Second LangageThis can take 3-4 months of immersion in the second language.

Capacity for Interaction in Second LanguageUsually this develops rapidly during the 2nd year of immersion.

Academic Functioning in Second languageThis can take up to 5-7 years of immersion in the second language.

SOME FURTHER READING

Garcia, O. (2009) Bilingual Education in the 21st Century

Bialystok, E. (2001) Bilingualism in Development

KEY CONCEPTS IN LANGUAGE DEVELOPMENT

© Verenig

de Scho

len J.A. A

lberd

ingk Thijm

Creating authentic contexts for the use of

language, which stimulate a desire to communicate, is central to our

approach to language development.

• Young learners will mix Dutch and English; this is normal

this is a natural part of language development

• Young learners may be silent for a number of months;

a number of m

onths; this is normal• Young learners m

ay respond in Dutch for exp

ectations. Yo

ung learners need tim

e.

We need

to have hig

h, but realistic

to ex

perim

ent w

ith w

riting

• A lan

guag

e area

with

opp

ortu

nities

• Lan

guag

es in

diffe

rent

colo

urs

• Bilin

gual

signs

• A well

-stoc

ked

biling

ual li

brar

y

by la

ngua

ge,

suc

h as

:

Yo

ung

lear

ners

sho

uld

be

surr

oun

ded

• Model the correct language

• Recast and repeat

from explicit correction of language. Instead:

Young learners under 10 don’t learn

• “No, I cannot it do.” “Oh, you cannot do it.”

Youn

g le

arne

rs n

ee

d cons

tant o

pportunities to speak,

com

mun

icate

and

experim

ent with language.

• Crea

te mea

ningful

contexts where young

learn

ers w

ant to

communicate

• You

ng le

arners

should be

talkin

g inst

ead of

passi

vely l

istenin

g

Young learners need to be exposed to a high

• Don’t simplify, teachers should quantity of high quality language.

repeat in different ways

• Make meaning clear through gestures and visual aids

• Read to the young learners often