promoting language development from birth to 5: in one language or two barbara zurer pearson...
TRANSCRIPT
Promoting Language Development from Birth
to 5:in One Language or Two
Barbara Zurer PearsonUniversity of Massachusetts Amherst
Rebecca BurnsUniversity of South Florida Sarasota
National Head Start
Dual Language Institute
October 29, 2008 Washington, DC
“A Time for Action”
National Head Start
Dual Language Institute October 29, 2008 Washington, DC
“A Time for Action”
Contact Information
Barbara Zurer Pearson, [email protected]/pearsonc/o UMass Amherst Linguistics &
Communication Disorders
Rebecca Burns. [email protected]
www.sarasota.usf.edu/coe/BurnsCollege of Education/ ESOL
University of South Florida-Sarasota Manatee
Bilingualism Study Group / University of Miami
• Infant Study 25 babies 3 months to 3 years, • Language & Literacy (LLBC) 960 children 5-
11
D. K. Oller Sylvia FernandezVivian Umbel Maria FernandezAna Navarro Alan Cobo-LewisRebecca Eilers Virginia GathercoleVanessa Lewedag Barbara Zurer Pearson
NICHD 5R01 HD30762 to D.K. Oller & R. E. EilersNIDCD Bilingualism Supplement to Longitudinal Infant
Vocalizations Project
RCMA (Immokalee FL)
judith inglese, ceramicist
Outline of today’s session
1. Highlight dual language research w/ implications for practice
2. Provide tools and strategies for centers and programs to support bilingual children and their families
H.S. Dual Language Institute Objectives Addressed
I. Positive outcomes for childrenII. Strengthened program planning
& professional developmentIII. Enhanced family involvementIV. Greater community resources
Head Start Dual Language Report p. 24
(all)
I. Positive Outcomes for Bilingual Children
Huh? That’s not what I heard!Aren’t bilingual children slower to
learn?It’s too hard. Don’t bilingual
children get confused?They have enough problems with
English; the other language just holds them back.
These are all myths!
First some terminology…
• Our “bilingual babies” didn’t speak two languages, not even one!
• So, what is “bilingual”?
• What do you think? What terms are unfamiliar to you?
Yes! Research showspositive outcomes for children• Children growing up in two
or more languages is the norm around the world.
• The human brain is designed to support multiple languages
• The more you know, the easier it is to learn.
Yes! Positive Outcomes for ChildrenWith home language support:• Children’s learning is
continuous• Children’s self-esteem is
enhanced• Parents have more
recognition as child’s first teacher
7
8
9
10
11
1 2 3 4 5 6
"Depth"
English and Spanish Proficiency by Time in U.S.
Eng
Span
1st principle: Learning 2nd language doesn’t require loss of 1st.
Hakuta & D’Andrea, 1992
Demonstration of subtractive LL
7
8
9
10
11
1 2 3 4 5 6
"Depth"
English and Spanish Proficiency by Time in U.S.
EngSpan
From Hakuta & D’Andrea, 1992
Demonstration of additive BL
7
8
9
10
11
1 2 3 4 5 6
"Depth"
English and Spanish Proficiency by Time in U.S.
EngSpan
From Hakuta & D’Andrea, 1992
w/ Nested factorial (Core Design-LLBC, Oller & Eilers,
2002)
Monolinguals Bilinguals
SES: Hi Lo
Home Lang: English & Spanish Only Spanish
School:1-way 2-way 1-way 2-way
SES
Hi Lo Hi Lo Hi Lo Hi Lo
(Replicated at Kindergarten, 2nd and 5th Grades)
At 5th grade, difference scores for school lang
groups
0
2
4
6
8
10
12
SS points gained
EnglishAdvantagefrom Eng
OnlySchool
SpanishAdvantagefrom Two-
WaySchool
Effect of School Language(s) on Standardized Scores
Overall
Eng&Sp at Home
Only Span atHome
At 5th grade, difference scores for the home language
groups
0
2
4
6
8
10
12
SS points gained
EnglishAdvantage
fromEng&Sp at
Home
SpanishAdvantagefrom OnlySpanish at
Home
Effect of Home Language(s) on Standardized Scores
Overall
English OnlySchool
2-Way School
Positive Outcomes: The Big Picture
Bilingual children have better– selective attention– metalinguistic awareness– mental flexibility– continuity between home &
school– understanding & tolerance for
others– access to a wider world
Individual Differences:Factor Analysis of Bilinguals’
English & Spanish Data
Factor 1 Factor 2 Factor 3
Word Attack .82 .71 –.01
Letter–Word .79 .82 .35 .25
Rdg Comp .64 .61 .37 .28
Proofing .70 .66 .32 .34
Dictation .61 .70 .48 .40
Picture Vocab
.80 –.05 –.00 .78
Analogies .69 .38 .61
Oral Vocab .74 .78
PPVT .74 .72
One child, two languages
Commitment to Dual Language Programs
II. Program Planning & Professional Development
Can you convince your staff, parents, and community of the positive outcomes for children?
§ 1304.21 Education and early childhood
development. a) 4• (ii) Ensuring opportunities for creative
self-expression through activities such as art, music, movement, and dialogue;
• (iii) Promoting interaction and language use among children and between children and adults; and
• (iv) Supporting emerging literacy and numeracy development through materials and activities according to the developmental level of each child.
• (Head Start Performance Standards)
Publications Available
• Barbara’s website: www.zurer.com/pearson/bilingualchild
• Pearson, B. Z. Raising a BL Child• Patton Tabors, One Child, Two
Languages• WestEd article, in Concepts of Care,
(also en español--aquí)• OHS Dual Language Report• Sign up sheet for those without
internet access
Language Policy Goals: Zero to 3 and newcomers
•Continuity of care• Caregivers speaking their
best language• Reinforcing (or introducing) the language
of the community
Policy Goals: 3 to 5 years
• Continuity of care = learning experiences in home lang.
• Caregivers speaking their best language
• Reinforcing (or introducing) the language of the community
Planning for bilingual children doesn’t change the basics:
Provide for• Safety, health, and security• Supportive caregivers• Opportunities for experience and
interaction for children, staff, and parents
(It’s harder to prevent a child from learning than it is to help them learn!)
Language Planning
• There is no single, “right” way
1. Child & Caregivers Speak the Same Language
Child’s Language =
Caregiver’s = Language ≠
Community
LanguageUse the child’s and caregivers’
common language
Continuity between home and childcare setting
Caregivers speaking their own language
2. Child and Caregivers have different L1
Child’s Language
≠
Caregiver’s
Language =
Community
= LanguageUse the caregivers’ & community
language
Caregivers speaking their own language
Child has experience with community language
3. Caregivers speak community language as a second language
Child’s Language
≠
Caregiver’s
Language L1 ≠
Community
Language
Use the community language
Child has experience with community language
4. Mixed Languages
Child’s Language
=
Some Caregiver’s
Language (L1) ≠
Use the child’s language sometimes
Some Caregiver’s Language (L1) =
Community
Language
Use the community language sometimes
Continuity between home and childcare settingCaregivers speaking their own languageChild has experience with community language
Tubes--Bilingual comfort level
Ideal program plan for mixed groups
Every child has support in home language.
How much is enough?
Speech & language intervention model: minimum 30 min, 3 x week
Ideal program plan for mixed groups
How do we find the staff to provide the home language experiences?
We have too many languages!
Ideal program plan for mixed groups will need
Language volunteersparentscommunity
Bilingual staffMedia- (books, audio, video, labels)
The role of media in language development
• Motive and opportunity• Interaction provides
opportunity• Media contribute to
motivation (at this age)
What does every child need for language
development?
•Responsiveness•Warm, positive interactions•One on one attention and conversation•Listening•Integration with the group•Respect for background •(Praise doesn’t hurt.)
Some are better in L1, Others can be done in L2.
Main Take-home message for Language Strategies
•Listen• Build from the child• (Respond responsively)• Expand the child’s utterance• Recast, don’t correct• Repetition, repetition, repetition
42
Best PracticesMeaningful Language Interaction
Language is the Key: Talking and Playing & Talking and Books
– Follow the CAR
Follow the child’s lead
Comment and wait
Ask questions and wait
Respond by adding a little more and wait
El Idioma Es la Clave: Conversación y Juego Y Conversación y Libros
– Siguiendo el CARRO Seguir la guía del niño Comentar y esperar Averigüar (hacer preguntas) y esperar Responder, aumentando un poco más Repitir Otra vez en español (the home language)
Contact Lora Heulitt at the National Head Start Family Literacy Center for more information.
Talking with children: the big picture
• Children need adult language modeling
• Children need lots of opportunities to practice talking
Requires a balance
Teacher-Child Proportion of Talk (words/minute)
0
20
40
60
80
100
120
140
160
T1 T2 T3 T4
Ave
rag
e W
ord
s
TeacherWords
ChildWords
Burns, 1992
T1 T2 T3T4
TeacherWords
ChildWords0
150
300
450
600
750
900
Av.
Word
s per
Hour
Child-Teacher Proportion of Talk(adult words x 10)
TeacherWords
ChildWords
Clearest message?
• Teachers 1 & 2: TALK LESS
• Teacher 4: TALK MORE
• Teacher 3: Tell us your secret!
The Secret: Children’s Personal Stories
• Children told more personal stories with Teacher #3
• With all teachers children used their most complex language when telling personal stories
Go online for great narrative clip
• http://www.youtube.com/watch?v=_s2-onN7d9s
Recognizing kinds of talk
• Personal stories• Expository talk (like a book)
– (Quizzing)
• Task accompaniment (self-talk)
• Management
Another language secret:
stop quizzing
Children did the least amount of talking with teachers who did the most amount of quizzing.
Quizzing is not warm, nurturing communication.
What do you hear?
• (clip from High Scope: block building)
How do you build these into your program—every
day?• Greeting time• Free play • Circle time (with routines to
put the child up front)• Small group—tubes/
pumpkins• MEALS and SNACKS
Language awareness is the key:
• Don’t let opportunities to respond slip away
• And create other opportunities to respond
Planning Support: Handout
• Taking a Language Inventory– Example Center’s Language Inventory
• Staffing for Language Development– Example Center’s Staffing Plan
• Staff Development for Language Development– Kinds of talk– Training Activities
