3-1 Chapter 3: Connecting First and Second Language Development to Second Language Acquisition ©2012 California Department of Education, Child Development

3-1

Chapter 3: Connecting First and Second Language Development to Second Language Acquisition

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)


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Training Outcomes

Be familiar with the components of language Understand cultural differences in language

practices Recognize that, as part of family life, most

families engage in literacy activities such as reading books, singing songs, and reading poetry.


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Framework Guiding Principle

Respect cultural values and behaviors reflected in the child’s language and communicationPCF, Vol. 1, p. 180


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Cultural Differences Research

Research across language and cultural groups indicates that throughout the world families interact with babies in many different ways.PEL Resource Guide, Second Edition, p. 26


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Linking Key Concepts to thePreschool Class

1. What do you hear from the three-year-olds you work with each day? What do you see them doing?

2. Compare what you hear and see to the list on page 21 of the PEL Resource Guide.



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Components of Language


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Match Time

Look for the words and definitions at the center of your table.

Use your book and existing knowledge to match the meanings to the words.

Stand up when you have completed the task.

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Children and TheirLanguage Development

Have any of the assumptions with which we started the day been challenged?

Have any been reinforced?

Have you changed your thinking about children’s abilities to learn language?

With information we have just covered:



3-9

Language Development Through Music and More

Pio Pio Pio


3-10What are the children learning?Let’s Play

Together

Locate in your folder:-Handout 3B_Songs and Rhymes -Handout 3C_Song and Rhyme chart

Decide which example to play with. Spend 5 minutes remembering, or making up,

how to sing or say the song/rhyme. Fill in the chart with a tablemate.

What are the children learning?

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Intentional Language-Rich Activities

Conversations Songs Tongue Twisters Sayings or Proverbs Finger Plays Rhymes Riddles Games and Chants



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Principles and Framework


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Key Points

During the preschool years, children are continually in the process of developing their language(s).

In learning to talk, children learn the components of language and how to use language in different social contexts.

It is important for teachers to become familiar with the process of first language development, and with the language experiences and practices of English learners.


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Key Points (continued)

Children need opportunities and activities to verbalize their awareness of language differences and to learn that all languages are valuable.

More experienced peers can be effective language models for children who are newcomers to the community.

Documents

3-1 Chapter 3: Connecting First and Second Language Development to Second Language Acquisition ©2012 California Department of Education, Child Development