Mini Module 17: Promoting First and Second Language Development

Presented by Jacqueline Lopez (Los Angeles County Office of Education Head Start-State Preschool Division) at the Hispanic Institute in New Mexico. Condensed by Claudia Dow

The current trends on promoting English language acquisition are based on the changing demographics and the focus on school readiness. In the case of Head Start, the pressure of performance outcomes such as the NRS testing results.

• There are about 5.5 million English language learners nationwide.
• There are more than 140 languages represented in Head Start programs nationwide.
• The linguistic representation of English learners in Head Start is predominantly Spanish-speaking followed by Asian languages, Native American languages and other groups (Head Start English Language Learner Focus Group Report, 2002)

Studies show that the academic concepts developed through both the primary and secondary language leads to active discovery and cognitively complex learning. In order to provide early language enrichment classrooms should provide plenty of stimulation (both quantitative and qualitative), lots of repetition; opportunities for conversation and fun activities where language usage is a most.

Research demonstrates that there are many different ways in which children are exposed to a second language and have had varying amounts of exposure (including no exposure) to a second language when they enter early childhood education programs. It is believed that the amount and quality of their bilingual experiences directly impacts their subsequent experiences and therefore their level of bilingualism.

There are different pathways to becoming bilingual depending on the individual, past experiences, family environment, education background, level of acculturation and assimilation. Research has shown that children who learn two languages simultaneously have varying rates of language development depending on which language is more salient in their experience in other words, how the primary language is maintained and encouraged.

Developmental Stages of Successive Bilingualism (Sequential Acquisition of a Second Language)

1. Home Language Use: Monolingual children in a new language environment continue to speak their home language. Children communicate with other who use their same home language. Teachers should encourage students to actively use it with their peers.
   
   
2. Non Verbal Period: This stage begins when children start to realize that their primary language is not being understood. They will become quiet, watching and listening intently, and often use nonverbal means of communication. In this period, teachers should find ways to have the children participate without demanding the use English. Let the children participate verbally when they feel comfortable using the English language. Allow pointing, showing, nodding or simply observing.
   
   
3. Use of Telegraphic and Formulaic Speech: During this time, children intentionally use individual vocabulary words in the new language or put them together in a short sequence or short sentence. Some mixing of English and home language may occur. At this stage children are able to recognize familiar words and may attempt to use them. Teachers should remember that having memorized key phrases does not mean that the children are bilingual and that they are still not understanding 100% of what is being said.
   
   
4. Productive Use of the Second Language: The child begins to speak English relatively well. Sentences may be rather awkward and words over- or under-generalized at times. Children are able to function, transition, participate and follow classroom routines and activities.

Studies have revealed that in the process of learning a second language, children often lose aspects of their first language. Some educators believe that there are some long term effects due to the pressure that children feel about learning English and that it can lead to a breakdown in communication. This is what a Head Start English Language Learners Focus Group 2002 participant had to say:

“ As a child who was a second language learner from first generation immigrants, being culturally competent in English, and in the home language, has been essential and invaluable. This is because one cannot help but feel a deep sense of loss when one’s home language cannot be passed on to our own children. It is something that is so essential to one’s identity and self esteem.”

Some researches believe that limited English proficient students need to be identified, because failure to do so will jeopardize their future success in school. That is why school districts have created their ELL programs. They also believe that evaluating the child’s oral language development in the first few weeks of school is extremely important. They propose obtaining information from family members; sampling the child’s ability to use English in different contexts and making a determination about the child’s ability to use English. This they say, should be done on an individual basis rather than on a language group basis. They also suggest that preschool programs should create partnerships with elementary schools to assure a language acquisition continuum.

English language learner teachers should be knowledgeable of the language acquisition process. They should possess cross-cultural skills; be flexible and modify activities according to children’s language needs. They should create safe havens that foster second language development through learning communities (that foster inclusiveness) and learning environments. Building a learning community takes time, teachers should establish community agreements: attentive listening, appreciation (no put downs), the right to pass and mutual respect. To create a learning environment the classroom needs to be set up with many visuals (posters, charts, color coded by language to represent all languages) the materials should be representative of the children’s culture and should promote language skills. Teachers can create classroom management through establishing routines and transitions so that English directions and instructions are kept to a minimum at first. At the beginning of the school year each center should be organized for independent use with very little verbal directions. The classroom materials should be language enriched, inclusive and should reflect the diversity of the children(books, music, materials, food, activities)

Features of Effective English Development Programs

• Positive social-emotional climate
• Non-threatening environment
• Developmentally appropriate
• Student-centered
• Socially and culturally appropriate
• Meaningful and relevant
• Cognitively engaging
• Comprehensive input (anything utilized to make language understandable, concrete; visuals, hands on experiences that connect spoken vocabulary to tangible and concrete things and items.)
• Scaffolding
• Thematic or integrated learning
• Multiple modalities
• Clear expectations and goals

Recommended Strategies

• Total Physical Response (TPR)- physically demonstrate vocabulary (in daily activities, nursery rhymes and finger plays)
• Cooperative learning or play (children learn best in this environment)
• Language Experience Approach (recording exactly they way a child dictates; e.g. “I like the blue pelota.”)
• Games and finger plays
• Reading aloud: Use of the Preview-Review Method to introduce concepts and words in the story. What the children are going to see in the story, take them through a “picture walk” of the book, bring concrete objects or doing character dramatization of emotions or bringing specific objects. This method recommends doing it in English and providing an oral summary in the primary language. This method discourages consecutive or simultaneous translation because the children tend to shut down and focus on the translation, therefore not assimilating any English vocabulary. After introducing the story, it should be read with full emotion and followed up with extensive activities that reinforce words and concepts (children can take turns portraying a character). This method is not meant to be sued with every book that is read. The second recommended approach is reading the story in English only.

Instructional Strategies that Support Beginning ELLs

• Show a genuine inters in ELL children.
• Be observant! Notice what Ells are interested in, what they might want to talk about, and what they know.
• Select a conversation topic that is meaningful to the children. Their choice of a toy or a play area signals their interest.
• Learn how to read the meaning gestures and facial expressions. Is a child asking for a word? Does she want to play with a particular child?
• Use actual names of people and objects rather than pronouns.
• Talk about topics in the present.
• Accept minimal responses such as a nod of the head or a smile.
• Continue to interact even thought the children do not offer a verbal response.

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