Compare and contrast the SUP and CUP models of language proficiency.
• Separate Underlying Proficiency o Proficiency in the first language is view entirely separate from proficiencies in the second language o Skills learned in the first language will not transfer to the second language o Language development activities in the first language will not enhance learning of a second language o Many CLD parents tell parents to discontinue using the primary language and only speak English. Teachers do this as well
• Common Underlying Proficiency o Involved in cognitively demanding communicative tasks, and it is independent across languages. o Research supports a strong correlation between reading skills in the first and second languages. The better
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There are sufficient quantities of this input to ensure optimal learning
Compare and contrast the monolingual norm assumption and bilingual education.
• Monolingual Norm Assumption o The belief that the monolingualism is the cognitive-linguistic norm that the child’s cognitive system is fragile and only designed to cope with one language o Negative myths that surround bilingualism
• Bilingual Education o Provides students with culturally appropriate learning experiences, opportunities for continued use of the first language, and experiences designed to promote the learning and effective use of a second language o Take steps to develop both oral and written skills in both languages at early ages o Rarely exists in the classrooms in the United States
Discuss BICS/CALP model of language proficiency.
• Being on a continuum instead of being discrete and separate entities
• BICS takes about 2 years to develop to a level to have a conversation with a native speaker of the language
• CALP takes between 5-7 years to develop to a native like level o 7-9 years is typical for immigrant students to catch up academically with native students
List and define the most commonly observed processes in language
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1. Languages spoken in the home
2. Parents’ education level
3. County of birth of the student and the parents
Define cultural competence.
• Recognize that each person in each culture is an individual, and that great heterogeneity exists in each culture group o Becomes aware of his or hers assumptions o Attempts to understand the worldview of his or her culturally different clients o Actively developing and practicing appropriate, relevant, and sensitive intervention strategies and skills in working with his or her culturally different clients
How do you increase your cultural competence?
• Evaluate your own values and assumptions
• Read as much as you can about the family’s linguistic and cultural background
• Team up with persons from the local culture community who can act as interpreters and informants
• Consider the value system of the family and larger community when setting intervention goals
• Ask students, family members, and interpreters to share important aspects of their culture with
It is important to maintain children’s home language as it may help them learn and understand a second language. Barratt-Pugh (2000) discusses the benefits of bilingualism and maintaining it through early childhood settings, also mentions the concerns families have for their children maintaining two languages through schooling. Research within the article states that children who speak more than one language will have a higher level of understanding literacy content, form, genre, as well as understand the differences and translating within both languages. This demonstrates a contrast of strengths and experiences with literacy (linguist...
...r they had all received the same language instruction for three years (kindergarten, first and second grade). These finding conclude that English language proficiency at the time of entering school does not matter. A good early literacy program works for both L1 students and ESL students who enter school at the kindergarten age. Students at that age are very susceptible to learning new languages quickly. The ESL children had difficulties in kindergarten, but by second grade they had caught up and were right on track with the L1 students and some of them even surpassed the L1 students.
As for working with the Latino cultural group, the counselor needs to familiarize themselves with the customs and cultural norms of the group. Book knowledge is a great place to start, but to really get a better picture of understanding another culture, one should immerse themselves in their community. A major issue that counselors encounter is their lack of cultural knowledge outside of their own culture.
not possible for a child…ever to use his family’s language in school.” His claim may throw
Barbara Nagy (2013) was, in her case study, focusing on eight bilingual children's (aged between 4 and 11) language development process. The main focus was on three of the most common assumptions people have on bilingualism:
We as educators must first develop reading skills for our ELL students so that they will get in the habit of reading and writing. We must also look at different avenues to increase their literacy skills. We must work on the strengths of our ELL students. When we work on what our ELL students already know then we can help build upon students learning from multiple languages. We can even have the ELL students share their native language with other students. This can help make learning interesting when they share their cultural background.
In this cross-cultural mix, there will be cultural difficulties encountered by different members in these groups. For example, a young lady from Nigeria found it a little difficult to acculturate in Grenada because of the communication barrier that exist. She found it very difficult to gather information from her lecturers because of the manner in which they speak and pronounce their words.
Typically children begin speaking by twenty-four months and first enter the school system at the age of six. In a society where English is expected as a first language and children are expected to have a firm grasp of comprehension and conversation by kindergarten, children with non-English home languages are at a distinct disadvantage. The focus of traditional classrooms is on English as medium of instruction as opposed to an introductory subject, this means that children without English as a first language are burdened with the task of learning both English in an environment not geared towards teaching it and traditional coursework. The added strain of working to learn a new language and the possibility of having parents unable to help master new English skills can lead to a performance divide in
When schools offer children quality education in their primary language, they present them two things: knowledge and literacy. The knowledge that children get through their first language helps make the English they hear and read more comprehensible. Literacy is developed in the primary language transfers to the second language. The reason is simple: Because we learn by reading, that is, by making sense of what is on the page, it is easier to learn to read in a language we understand. Once we can read in one language, we can read in general.
Howard, Elizabeth R., and Kathryn J. Lindholm-Leary. Guiding Principles for Dual Language Education. Washington, D.C.: Center for Applied Linguistics, 2007. Print.
BILINGUALISM have both Positive and Negative effects on the Child’s linguistic, Cognitive and Educational Development.
Language has pioneered many interracial relationships and historical milestones. Language is a necessity for basic communication and cultural diversity. Being multilingual is a skill proven influential to a successful future. Due to rapid globalization, countries all over the world are stressing the importance of learning a second, or even third, language. With the exception of time and lack of resources, adults have very few widely applicable disadvantages to learning multiple languages. However, language learning as a child presents more complications. Some of those include not having enough funding at the elementary school level to introduce a program for secondary language, academic overload for the youth, stress for both the parent and student parties, and the mixing of languages. Not all of these complications are true in any or all situations, however, and the absence of them provides multitudes of opportunity for future career and academic success. Ultimately, it is the responsibility of the parents or the education legislation to decide whether they encourage the learning of a secondary language at the young age necessary for retention. “The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency,” therefore the younger a child begins to learn, the more likely they are to benefit to the maximum potential (Robertson). Keeping the language learning in high school or beginning the process earlier is a greatly controversial discussion that is important to address because of the topic’s already lengthy suspension.
It is necessary to draw a distinction between foreign language and second language learning. According to (Wisniewski, 2007), a language lear...
Education which is based on, and begins teaching in, the language used by the child at home since birth. Student-centered, active basic education which starts in the mother tongue and gradually introduces one or more other languages in a structured manner, linked to children’s existing understanding in their first language or mother tongue. Teaching predominantly in the mother tongue for at least six years, alongside the development of other languages, is required for this approach to deliver high quality learning outcomes.
As time goes by and as the global community develops, the world grows more and more international, making second or third language acquisition become necessary to the majority. With the growing importance of multiple language ability, more and more parents think of bilingual or multilingual education, which means acquisitions of two or more languages, for their kids. In fact, we do have many reasons showing why multilingual education is important and beneficial, such as aspects of interpersonal relationship, employment, brain health, and so on.