Language Development,

Language Diversity
And Immigrant Education
NAME

MATRIC NUMBER

MOHD HILMIE BIN MOHD MOKHTAR

MPP141006

SITI ZANARIAH BT ABDUL JALIL

MPP141106

KWEH WEE LIAN

MPP141007

HALIMATUS SAADIAH BT AIAP

MPP141123

OBJECTIVES
Understand how language develops and know how to
support emergent literacy.
Discuss what happens when children develop with
two languages.
Address whether dialect differences affect learning
and discuss what teachers can do.
Explain who are Generation 1.5 students and describe
their learning characteristics.
Define sheltered instruction and explain how it
works.

THE DEVELOPMENT OF LANGUAGE

PUZZLE OF LANGUAGE
Cultures create words for the concepts that are
important to human.
Languages change over time to reflect changing
cultural needs and values.
Children develop language through reading the
intentions of others to acquire the words, phrases, and
concepts of their language.

 Children learn language by actively trying to make

sense of what they hear, looking for patterns and
making up rules.
Reward and correction helps children learn correct
language use, but the childs thinking in putting
together the parts is very important.(Waxman & Lidz,
2006).

SOUNDS AND PRONUNCIATION

By age 5, most children have mastered the sounds of
their native language except a few sounds.
The sounds of the consonants l, r, y, s, v, and z and
the consonant blend sh, ch, ng, zh, and th are the last
to mastered (Friend, 2011).
Children enjoy rhymes, songs and general sound
silliness.

VOCABULARY AND MEANING

By age2/3, children can use about 450 words
(expressive vocabulary) even though they can
understand many more (receptive vocabulary).
Some children have trouble with abstract words such
as justice.
By adolescence, students have developed cognitive
abilities to learn abstract word meanings (Owen,
2012).

GRAMMAR AND SYNTAX

Children may overregularize words by applying the
rules to everything, saying feets for feet.
These mistakes show how logical and rational
children can be as they try to assimilate new words
into existing schemes.
Girls tend to overregularize verb tense more than
boys (Joshua Hartshore & Michael Ullman, 2006).

 Children master the basic of syntax (word order) in

their native language at early age.
They may have trouble with sentences in different
order from the usual order in English (subject- verbobject).

PRAGMATICS
Pragmatics involves the appropriate use of language
to communicate in social situations.
Pragmatics is knowledge about how to use languagewhen, where, how and to whom to speak.

METALINGUISTIC AWARENESS
Around the age of 5, students begin to develop
metalinguistic awareness that is the understanding
about language and how language works.
Learning to read and write encourages metalingustic
awareness.

EMERGENT LITERACY
Emergent literacy is the skills and knowledge, usually
developed in the preschool years that are the
foundation for the development of reading and
writing.

SKILLS THAT HELP LITERACY EMERGE

Understanding sounds
and codes such as
knowing that letters
have names, that sounds
are associated with
letters, and the words
are made up of sounds

Oral language skills

such as expressive and
receptive vocabulary,
knowledge of syntax,
and the ability to
understand and tell
stories (Dickinson et al.,
2003; Storch &
Whitehurst, 2002).

EMERGENT LITERACY THAT CAPTURES BOTH

CODE AND ORAL LANGUAGE SKILLS
Inside-out skills
The ability to decode
units of print into units
of sound and units of
sound into units of
language

Outside in skills
The ability to
understand those
auditory derivations,
which involves placing
them in the correct
conceptual and
contextual framework.

DIVERSITY IN LANGUAGE DEVELOPMENT

DUAL LANGUAGE DEVELOPMENT

Addictive bilingualism
Keeping first language and added a second
language.
Subtractive bilingualism
Lost first language when added a second
language.

BECOME BILINGUAL CHILDREN

 No critical period for language learning, but there

appears to be a critical period for learning accurate
language pronunciation.
After adolescence it is almost impossible to learn a
language without speaking with an accent (Anderson
& Graham, 1994).

Benefits of Bilingualism
Increased cognitive abilities : concept formation,
creativity, theory of mind, cognitive flexibility, and
understanding the printed words are symbols for
language.
More advanced metalinguistic understanding of how
language works
Better phoneme awareness and reading comprehension
An asset when graduates enter the business world.
( Mears,1988)

LANGUAGE LOSS
Many children and adults are losing their heritage
language (Montrul, 2010).
The goal should be balanced bilingualism (Gonzalez,
1999).

SIGNED LANGUAGE
People who can communicate in both a spoken
and a signed language or in two different
signed languages are considered bilingual
(Petitto, 2009).

Myth

MYTH AND MISCONCEPTIONS ABOUT BEING

BILINGUAL
Truth

Learning a second language (L2) takes

little time and effort.

Leaning English as a second language takes 2-3 years for

oral and 5-7 years for academic language use.

All language skills (listening, speaking,

reading, writing) transfer from L1 to L2.

Reading is the skill that transfer most readily.

Code- switching is an indication of a

language disorder.

Code- switching indicates high-level language skills in

both languages.

All bilinguals easily maintain both

languages.

It takes great effort and attention to maintain high-level

skills in both languages

Children do not lose their first language.

Loss of L1 and underdevelopment of L2 are problems for

second language learners (semilingual in L1 and L2)

Exposure to English is sufficient for L2

learning.

To learn L2, students need to have a reason to

communicate, access to English speakers, interaction,
support, feedback, and time.

To learn English, students parents need to

speak only English at home.

Children need to use both languages in many contexts.

Reading in L1 is detrimental to learning

English.

Literacy-rich environments in either L1 or L2 support

development of necessary prereading skills.

Language disorders must be identified by

tests in English.

Children must be tested in both L1 and L2 to determine

language disorders.

PROFICIENCY IN A SECOND LANGUAGE

Contextualized language skills
Face- to- face communication that takes about two
to three years in a good program to develop.
Academic language
An entire range of language used in elementary,
secondary, and university level schools.
Mastering academic language skills such as reading
texts and doing grammar exercises takes about five
to ten years.
Cultural differences might interfere with developing
academic English and content understanding.

DIALECT DIFFERENCES IN THE

CLASSROOM

 Dialect and pronunciation

I. Lead to spelling problems
II.Lead to failure to indicate possession, third-person
singular verbs, and plurals in the standard way
(homonyms)
III.Examples:
Area of language

Standard English

Dialects

Noun plurals

Two puppies

Two puppy
(African American English)

Use of being verb

John is sick.

John sick.
(African American English)

Multiple negotiation

I dont have any pain.

I dont have no pain.

(Spanish Influenced English)

 Dialect and teaching

I. Sensitive to their own possible stereotypes
II.Ensure comprehension by repeating instructions
using different words.
III.Understanding the students and accepting their
language as a valid and correct system but to teach
the alternative forms of language
IV.Code switching

 Genderlects
Boys
Competitive
Talk about justice and
right
Interrupts more often
than girls

Girls
More talkative
Affiliative in their
speech
Cooperate
Talk about caring

Teaching Immigrant Students and English

Language Learners

IMMIGRANTS AND REFUGEES

 In earlier decades, new immigrants were expected

to assimilate- that is to enter the cultural melting pot
and become like those who had arrived earlier.
Immigrant children who spoke different languages &
had diverse religious and cultural heritages were
expected to come to the schools, to master English,
& learn to become mainstream Americans.

 In the 1960s and 1970s, some educators

suggested that immigrants, students of color
and poor students had problems in school
because they were culturally disadvantaged
or culturally handicapped.
The assumption of this cultural deficit model
was that the students home culture was inferior
Today, educational psychologist reject the idea
of cultural deficits.
They believe that no culture is deficient but
rather that there may be incompatibilities
between the students home culture and
expectations of the school (Gallimore &
Goldenberg,2001).
Multiculturalism is the goal.

CLASSROOM TODAY
English Language learners are the fastest growing segment of
the United States population.
Because immigrant families tend to live in particular
neighborhoods, the schools in these communities generally
have the largest number of immigrants and English language
learner (ELL) students.
Some of these students may not be able to read and write in
their native language.
Schools serving these students need extra resources to hire and
train native-language speaking teachers and aides, provide
smaller classes, and purchase well-designed materials to teach
complex academic subjects to students to students with limited
English language skills (Crul & Holdaway,2009).

Four general profiles of English Learners in

todays classroom (Echevarria &
Graves,2011)

 It takes 2 to 3 years to develop good conversational

language, but 5 to 10 years to master academic
language.
Conversational skills include, for example, using
appropriate vocabulary and sentences, asking and
answering questions, starting and stopping
conversations, listening, and understanding and using
idioms.

 Academic language includes reading and writing fluency;

grammar and syntax; knowledge of specialized vocabulary;
following written and oral direction; collaborating with other
students on assignments; understanding different types of text
and forms of writing; and study skills (Echevarria &
Graves,2011).

Generation 1.5: Students in Two Worlds

Students whose characteristics, educational

experiences, and language fluencies are
somewhere in between those of students born in
the United States and students who are recent
immigrants.
ear learner . They acquired much of their
English through listening to and speaking with
friends or older siblings, watching television or
listening to the music.
They may have trouble learning how to read and write
accurately in English.

 eye learner learned English with through

reading, writing, and vocabulary and grammar
exercises can write well, but they have more
difficulty with oral interactions.

Bilingual Education and English Learners

In the United States, students who are just learning
English sometimes are called limited-Englishproficient or LEP.
Students are called English Language Learners
(ELLs), because their primary or heritage is not
English.
English as a Second Language(ELS) is the name
given to the classes devoted to teaching these
students English.

Sheltered Instruction
-approach to teaching that improves English language
skills while teaching content to ELL students by putting
the words and concepts of the content into context to
make the content more understandable.
Eight key elements:
-preparation, building background, comprehensibility,
strategies, interaction, practice and application, lesson
delivery, review and assessment.
The system called Sheltered Instruction Observation
Protocol or SIOP
An observational system to check that each element of
sheltered instruction is present for a teacher.

 Refer page 210 figure 4,

for an examples of the sheltered instruction
observation protocol or SIOP.

Affective and Emotional/ Social Considerations

Guidelines -Providing Emotional Support and

Increasing Self-Esteem for English Language

Learners:
Create learning activities that promote success in
reading and writing.
Make sure students have plenty of time to practice
and get careful, targeted corrections.
Connect teaching to relevant knowledge from
students lives.
Actively involve learners.

Use different grouping strategies.

Provide native language support.
Involve family and community members.
Hold high expectations for all students, and
communicate these expectations clearly.

Working with Families: Using the Tools of The

Culture.
Guidelines Family and Community
Partnerships.
Welcoming All Families.
Make sure communication with families is
understandable.
Balance positive and negative messages.
Establish systems for welcoming new families.
Make sure messages get through.

SPECIAL CHALLENGES: ENGLISH LANGUAGE LEARNER

WITH DISABILITIES AND SPECIAL GIFTS

Incorporate sheltered instruction to develop both

subject matter learning and English language
development
The child experienced any serious injury or illness
Lack of learning opportunities and disability
As a teacher, no matter what the diagnosis, attention
and appropriate teaching are needed.

 Reaching every student: recognizing giftedness

Watch for student who:
I. Learn English quickly
II.Take risks in trying to communicate in English
III.Do not frustrate easily
IV.Have a long attention span
V.Demonstrate social maturity, especially in the home or
community
To identify the gifted bilingual students, teacher have to
study a portfolio in order to collect the evidence
including interviews with parents and peers.

Thank You..