The Hidden Impact of Second-Language Exposure
Published on Nov 18, 2015
Every student brings with them their own story, part of which is the language or languages that they've heard since the time that they were born. Supporting students with a history of second-language exposure requires us to understand the critical differences between monolingual and bilingual development. With this understanding, we can not only prepare more appropriate classroom instruction and intervention, but we may also learn that, what was believed to be an aspect of language disorder, may actually be due to a language difference.
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
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- Happy you are hear
- Please make sure that you can get the most out of today by asking questions as needed
-Please feel free to move around, get coffee, stand in the back - whatever you need
Please avoid distractions that may interfere with your learning of that of others
- Please make sure that you can get the most out of today by asking questions as needed
-Please feel free to move around, get coffee, stand in the back - whatever you need
Please avoid distractions that may interfere with your learning of that of others
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Despite our differences and backgrounds, all of that has lead us to be in this room together today.
We are here because we share the goal of improving outcomes for all students
We will do that by ... (slide)
We are here because we share the goal of improving outcomes for all students
We will do that by ... (slide)
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Despite our differences and backgrounds, all of that has lead us to be in this room together today.
We are here because we share the goal of improving outcomes for all students
We will do that by ... (slide)
We are here because we share the goal of improving outcomes for all students
We will do that by ... (slide)
Photo by jordanpermenter
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WHILE WE WILL DISCUSS STRATEGIES BY THE END OF TODAY,
OUR STRATEGIES AREN'T REALLY EARTH SHAKING.
I'm here for ... (slide)
OUR STRATEGIES AREN'T REALLY EARTH SHAKING.
I'm here for ... (slide)
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Any exposure to an additional language or languages beyond your primary language
-English may be 1st or 2nd depending on the language history
-English may be 1st or 2nd depending on the language history
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Sequential - one after another
Simultaneous - at the same time
Simultaneous - at the same time
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ELLs are formally identified as 1. having a native language other than English and 2. limited English skills
ELLs have specific programs and resources available as well as specialized criteria for passing tests and being exited
- Everything today DOES apply to ELLs, but...
Who is left out?
-Kids whose families didn't report another language
-Bilingual Kids with sufficient English proficiency
ELLs have specific programs and resources available as well as specialized criteria for passing tests and being exited
- Everything today DOES apply to ELLs, but...
Who is left out?
-Kids whose families didn't report another language
-Bilingual Kids with sufficient English proficiency
Photo by Leo Reynolds
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Long term cognitive differences between bilinguals and monolinguals lets us know that there is an organic difference within the system
- Number of hours exposure to each language
-Number of words heard in each language
-Setting differences re: when each language is spoken
-Access to broader population
-Access to early literature
-Planning for post secondary, what will be the child's setting/language?
- Number of hours exposure to each language
-Number of words heard in each language
-Setting differences re: when each language is spoken
-Access to broader population
-Access to early literature
-Planning for post secondary, what will be the child's setting/language?
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Aside from the long term cognitive benefits of bilingualism:
- educational
- cultural
- social
- professional
BILINGUALISM DOES NOT CAUSE "confusion" even for children with disabilities.
- educational
- cultural
- social
- professional
BILINGUALISM DOES NOT CAUSE "confusion" even for children with disabilities.
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We just found out that our student has second-language exposure that we didn't know about before.
So what?
So what?
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It means that there's another piece of the puzzle when it comes to the student's learning.
The eval staff probably took the language history into account when performing the eval
DIFFERENCE VS. DISORDER
But now we can consider whether there's 2nd language impact on the progress / performance
The eval staff probably took the language history into account when performing the eval
DIFFERENCE VS. DISORDER
But now we can consider whether there's 2nd language impact on the progress / performance
Photo by Krstnn Hrmnsn
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Bring all team members together to make sure:
1. That they're aware of the 2nd language exposure history
2. Everyone is up to date on strategies
PARENTS ARE PART OF THE TEAM
1. That they're aware of the 2nd language exposure history
2. Everyone is up to date on strategies
PARENTS ARE PART OF THE TEAM
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You knew that!
Yes, vocab for the lesson, but:
- all team members involved
- teach in differing contexts
ALSO:
Teach home vocabulary
- kitchen, furniture, etc.
Teach sayings / expressions
- 6 of one, half dozen of the other
- A stitch in time saves 9
- Early bird gets the worms
Yes, vocab for the lesson, but:
- all team members involved
- teach in differing contexts
ALSO:
Teach home vocabulary
- kitchen, furniture, etc.
Teach sayings / expressions
- 6 of one, half dozen of the other
- A stitch in time saves 9
- Early bird gets the worms
Photo by Bekah Stargazing
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1. Are sentences grammatical?
- organized?
- contain all necessary parts?
2. Are sentences as complex as peers?
Whether student is SI or not, meet with the SLP for strategies and "next steps."
Team should all be informed
- organized?
- contain all necessary parts?
2. Are sentences as complex as peers?
Whether student is SI or not, meet with the SLP for strategies and "next steps."
Team should all be informed
Photo by juhansonin
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Kind of goes along with:
PRESENT INFO IN VARIOUS SETTINGS
We want to engage the senses and modalities in teaching any new concept - language is no different
PRESENT INFO IN VARIOUS SETTINGS
We want to engage the senses and modalities in teaching any new concept - language is no different
Photo by chrismar
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Kids are their own best models
Kids are motivated by peer approval in ways that they're not motivated by adults.
Duh, right?
Kids are motivated by peer approval in ways that they're not motivated by adults.
Duh, right?
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Let literacy do what it does best!
Vocab
Grammar
Other places, times, people, experiences
Vocab
Grammar
Other places, times, people, experiences
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