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Language Development, Language Diversity and Immigrant Education

This document discusses language development and diversity. It covers the development of language in children, including vocabulary, grammar, pragmatics and metalinguistic awareness. It also discusses emergent literacy and challenges for bilingual children. Additionally, it addresses diversity in language development, including dual language development, signed languages, and what is involved in being bilingual. Finally, it covers dialect differences in the classroom, including dialects, pronunciation, teaching approaches, and genderlects.

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KERTLY EMMANUEL
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83 views22 pages

Language Development, Language Diversity and Immigrant Education

This document discusses language development and diversity. It covers the development of language in children, including vocabulary, grammar, pragmatics and metalinguistic awareness. It also discusses emergent literacy and challenges for bilingual children. Additionally, it addresses diversity in language development, including dual language development, signed languages, and what is involved in being bilingual. Finally, it covers dialect differences in the classroom, including dialects, pronunciation, teaching approaches, and genderlects.

Uploaded by

KERTLY EMMANUEL
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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LANGUAGE DEVELOPMENT

Creative Portfolio
,LANGUAGE DIVERSITY AND
IMMIGRANT EDUCATION

CHAPTER 5
BY: kERTLY v. eMMANUEL
TOPIC OUTLINE
THE DEVELOPMENT OF LANGUAGE
DIVERSITY IN LANGUAGE DEVELOPMENT
DIALECT DIFFERENCES IN THE CLASSROOM
1. THE DEVELOPMENT OF LANGUAGE

All children in every culture master


the complicated system of their
native language, unless severe
deprivation or physical problems
interfere.
1. THE DEVELOPMENT OF LANGUAGE

To have a conversation, children must


coordinate sounds,
meanings,
words and sequences of words,
volume,
voice tone,
inflection, and turn-taking
rules.
A. WHAT DEVELOPS? LANGUAGE AND
CULTURAL DIFFERENCES
There are over 6,000 natural languages in the
world (Tomasello, 2006). In general, cultures
develop words for the concepts that are
important to them.
THE PUZZLE OF LANGUAGE
It is likely that many factors biological, cultural, and experiential-play a role
in language development. To master a language, children must be able to
(a) read the intentions of others so they can acquire the words,
phrases, and concepts of their language and also
(b) find patterms in the ways other people use these words and
phrases to construct the grammar of their language (Tomasello,
2006). Expressive vocabulary
-The words a person can speak.
Receptive vocabulary
-The words a person can understand in
spoken or written words.
B. WHEN AND HOW DOES LANGUAGE DEVELOP?
Sounds and Pronunciation
-by about age 5, most children have mastered the
sounds of their native language, but a few sounds
may remain unconquered.
Vocabulary and Meaning
-children between ages 2 and 3 can use about 450
words (expressive vocabulary) even though can
understand many more (receptive vocabulary.
B. WHEN AND HOW DOES LANGUAGE DEVELOP?
Grammar and Syntax
-children may use irregular forms of particular words properly, as
if they are saying what they have heard.
Pragmatics:using language in social situations
-pragmatics involves the appropriate use of language to
communicate in social situations.
Metalinguistic Awareness
-Around age of 5,students begin to develop metalinguistic
awareness. This means their understanding about language and
how it works becomes explicit .
C. EMERGENT LITERACY

Inside-out and outside-in skills


-one way to think about emergent literacy that captures both code and oral
language skills for emergent literacy is the notion of inside-out and outside-
in skills and processes.
Building a Foundation
-two related activities are critical:(1) conversations with adults that develop
knowledge about language and (2) joint reading, using books as supports for
talks about sounds, words, pictures and concepts.
D. EMERGENT LITERACY AND BILINGUAL CHILDREN

Emergent literacy skills are critical for school readiness,


regardless of the child's language or languages. Most school
programs expect all children to learn to read in English.
2. DIVERSITY IN LANGUAGE DEVELOPMENT

Many children learn two languages


simultaneously while they are growing up.
In fact, the United States is one of the few
countries in the world that takes pride in
the fact that we speak only one language"
(Noguera, 2005, p. 13).
A. DUAL LANGUAGE DEVELOPMENT
-If you mastered your first language, then added a second or third
language, you are example of additive bilingualism.
-If you lost your first language when you added a second one, you
experienced subtractive bilingualism.
Second Language Learning
-the distinction between critical periods for learning(if learning doesn't
happen then, it never will) and sensitive periods, times when we are
especially responsive to listening.
Benefits of Bilingualism
-higher degrees of bilingualism are correlated with increase cognitive
abilites in such areas as concept information, creativity, theory of mind
cognitive flexibility and understanding that printed works are symbols for
language.
A. DUAL LANGUAGE DEVELOPMENT

language loss
-even though the advantages of bilingualism seem clear, many
children and adults are losing their heritage language(Montrul, 2010)
Heritage Language-is a language spoken in a student's home or by
older relatives when the larger society outside the home speaks a
different language.
Balance Bilingualism-being equally fluent in both language.
-adding a second language capability without losing your heritage
language.
B. SIGNED LANGUAGES
-people who can communicate in both a spoken
and a signed language or in two different
signed languages are considered
bilingual(Petitto, 2009)
C. WHAT IS INVOLVED IN BEING BILINGUAL?
-bilingualism focus exclusively on a language-
based meaning: Bilingual people, or bilinguals,
speak two languages.
-other definitions are more rigorous and define
bilinguals as adults who had early, intensive and
maintained dual language exposure and who use
their two languages in their adult daily life
C. WHAT IS INVOLVED IN BEING BILINGUAL?
-bilingualism focus exclusively on a language-
based meaning: Bilingual people, or bilinguals,
speak two languages.
-other definitions are more rigorous and define
bilinguals as adults who had early, intensive and
maintained dual language exposure and who use
their two languages in their adult daily life
C. WHAT IS INVOLVED IN BEING BILINGUAL?
-bilingualism focus exclusively on a language-
based meaning: Bilingual people, or bilinguals,
speak two languages.
-other definitions are more rigorous and define
bilinguals as adults who had early, intensive and
maintained dual language exposure and who use
their two languages in their adult daily life
D. CONTEXTUALIZED AND ACADEMIC LANGUAGE
-Proficiency in a second language has two separate
aspects: face-to-face communication (known as basic or
contextualized language skills) and academic uses of
language such as reading and doing grammar exercises
(known as academic English).
Academic language
is the entire range of language used in elementary,
secondary, and university level schools.
3. DIALECT DIFFERENCES IN THE CLASSROOM

A dialect is any variety of a language


spoken by a particular group. Eugene
Garcia (2002) defines a dialect as "a
regional variation of language
characterized by distinct grammar,
vocabulary, and pronunciation." The dialect
is part of the group's collective identity.
A. DIALECTS
Dialects and Pronunciation
Dialects also differ in pronunciation, which can lead to spelling
problems.
Dialects and Teaching
The best teaching approach seems to be to focus on
understanding the students and accepting their language as a
valid and correct system, but to teach the alternative forms of
English (or whatever the dominant language is in your country)
that are used in more formal work settings and writing so that
the students will have access to a range of opportunities.
B. GENDERLECTS

genderlects are different ways of talking for males


and females. There are some small differences
between boys and girls-girls tend to be slightly
more talkative and affiliative in their speech
(affiliative speech is talk intended to establish and
maintain relationships).
B. GENDERLECTS

genderlects are different ways of talking for males


and females. There are some small differences
between boys and girls-girls tend to be slightly
more talkative and affiliative in their speech
(affiliative speech is talk intended to establish and
maintain relationships).

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