Material is the intellectual property of Mikaely Schmitz, MS CCC-SLP Bibliography available upon request www.enrichlanguage.com

Mikaely Schmitz : mikaely.schmitz@gmail.com www.enrichlanguage.com Speech and Language Pathologist Marquette University- Speech and Language Pathology BS 2001; MS 2003

Western Governors University- English as a Second Language/ Second Language Acquisition MS 2014

I was raised in upper middle class, white Lake County, IL I took Spanish in high school and college, but never

became proficient and took it only in classes with other white upper middle class people

Currently: Adult Acute Inpatient-

St Joseph’s Hospital Milwaukee

Skilled Nursing Facility, Pediatric Outpatient, In Patient Rehab, Long Term Acute Care Hospital

Speech, Language, Cognition, Swallow, Sound Production, Fluency, Voice, Memory, Problem Solving, …..

Milwaukee Public Schools

12th year

Lincoln Avenue Elementary School

Bilingual Elementary School

K3-5th Grade

One Spanish/ English classroom and Two English only classrooms per grade level

2.3 Speech Pathologists

Caseload: 40, 27 speak only Spanish, 10 Speak both Spanish (D) and English, 3 speak only English

580 students

64% Hispanic

22% Black not Hispanic

10% White

20% of students have an IEP (116 students this year)

98% of students are economically disadvantaged- Free and Reduced Lunch

25% of students are classified as Limited English Proficient

Immersion works Proficient for functional communication,

basic IEP translation, basics of speech therapy service provision

I have taken zero classes since 1998, and my Spanish is WAY better than it was then

Dialectal differences: textbook vs Puerto Rican vs Mexican Spanish

Approximately 11% of the national student population

60% increase in number of ELL students in the last 10 years

Wisconsin serves nearly 47,000 ELLs students. Spanish is the largest language group Hmong is the next most frequent home language over 137 identified spoken languages by WI

students. ELL students are registered in 80% of the 424

school districts across Wisconsin.

The largest and fastest growing minority population in the United States

2000- 192,000 Hispanics in Wisconsin 2010- 338,000 Hispanics in Wisconsin

16.7% of National population (By the year 2050 that figure is expected to rise to 24

percent of the total U.S. population)

6.1% of State population 19.1% of Milwaukee population

A language disorder: a significant discrepancy in language skills relative to what would be expected for a client’s age or developmental level

A language difference: a rule governed language style that deviates in some way from the standard usage of the mainstream culture

A language disorder is treatable by an SLP or other interventionist; a language difference is a part of a student’s culture and can be supported by ESL or other academic programs

Disorder versus Difference

Simultaneous Sequential

Infants are exposed to 2 languages at once

Separation by person- different person speaks separate language

Separation by place: one language in home, another in the community

Separation by time: family uses each language during predetermined time of the day

Parental use of two languages: without differentiation to person, place and time

The one that is most natural to the family The one that will inspire the most oral

language use The one that will inspire the most complex

language use The one that will expose children to the most

words

child mixes languages : Kitty gato code mixing

child separates languages: at 2 ½ separates words and recognizes who speaks which language

Child tends to speak in whole phrases or chunks in each language (rather than unilingual speakers who tend to start with single word utterances), imitation of phrases and actions in each language increase interaction

- child uses mainly one language

One language becomes dominant- whichever one is used with greater frequency or benefit (peer/social?)

By 7 years old child can cope with both language systems equally well with good vocab and grammar in both

Vocabulary in each language is smaller than a monolingual peers

But if you count up the words in each language and add them together- total number of words is generally larger

Have a native language established and then learn a 2nd language after 3 years

Child learns a second language (after 3 years old) – already understand the rules of the native language

May or may not become fluent in the 2nd language

May become more fluent in the second language than the first

Depends on the use and benefits of use of each language

Silent Period- 1st 6 months of new language exposure

BICS- basic interpersonal communication skills in the non-native language can develop in 2-3 years BICS (Basic Interpersonal Communication Skills) Takes 2 to 3 years to develop

Greetings

Following simple directions

Telephone call

Face to face conversation

Takes 5-7 years to develop

Problem solving skills

Higher level language skills

CALP- cognitive academic linguistic proficiency may take at least 5 to 7 years to achieve

Uses home language

May continue to use native language in settings where no one else speaks it

stops using home language since it isn’t effective communication,

may be silent for up to 7 months of exposure to new language

use primarily nonverbal communication to get attention, make requests and protest

joking play common- as a way to interact with peers without talking, physical silliness

Silent period Growing receptive vocabulary Limited to no expressive vocabulary Some rote language use/ repetition/

parroting may be observed

Approximately 6 months or more Teachers should: use TPR, pictures, visuals

and gestures; provide a native language buddy for students

(Haynes, 2005)

Develop a growing vocabulary: receptive and expressive of about 1000 words

Use 1-2 word phrases and memorized chunks of language

Lasts 6 or more months Teachers should: use pictures, graphic

organizers and realia; simplify materials, highlighting key concepts and vocabulary; ask Y/N questions; use predictable text

Vocabulary of about 3,000 words Use simple phrases and sentences Initiate short conversations with peers Understand easy narratives when supported by

pictures

Teachers should: provide word banks and graphic organizers; offer vocabulary matching activities; use duet, pair and choral reading techniques; use clear 2 step or less directions; utilize dialogue journals

(Haynes, 2005)

Basic social interactions in new language

Relies on whole memorized phrases (what’s that, know what? look it!)

Tries to act like they know what is going on, attempts to fit in, lots of guessing at what people mean

6,000 word vocabulary Increasingly complex sentences: oral and written Express opinions and thoughts, ask clarifying

questions Multiple errors in writing Literature and content understanding in English is

increasing Beginning to synthesize information and make

inferences Teachers should: focus on teaching strategies and

metacognitive skills

(Haynes, 2005)

Starts talking in new language

Creates own sentences using memorized phrases along with new vocabulary

Many grammar errors

Code and language mixing

Risk takers- will learn language much quicker

Sociable communicators- learn and reach proficiency faster as they are willing to seek others out

Takes 4-10 years to achieve Near native performance in content area

learning May continue to require additional supports

in complex content areas (writing, social studies, etc.)

(Haynes, 2005)

A child cannot have a language disorder in one language and not the other- a child with disordered language will have disordered language in both languages. Therefore if a child has normal native language skills but is demonstrating deficits in English academic language- then it is most likely that the student has not yet achieved a level of proficiency in the non native language- NOT a language disorder or disability

Promote and encourage native language use at home

The better developed the first language is the easier it will be to learn a second language

Encourage parents to speak to their children in their native language

▪ When parents interact with their children in a language they don’t speak fluently

▪ Less interactions

▪Use fewer words per interaction

▪Engage less with child

▪No longer able to foster a language rich environment

▪ By speaking to their child in the native language they are laying a solid language foundation to build upon

• If children hear many caregivers speak many languages it can cause confusion in language system foundation- encourage one person one language- where each person in the home speaks only one language to the child

• Children over the age of 5 with a good foundation in their native language are not at much risk for developing significant deficits in the native language once they start learning the second language

Encourage social interaction at school in the native language-

Children learning a second language will be most successful when they are motivated to learn the second language, feel confident and safe and have a low level of anxiety

Support and value the students’ home culture and language

NEVER scold or reprimand a student for speaking their home language at school

Encourage peer/group sharing of cultural information in the class setting- engage in cultural exchanges, make a class ‘passport’ and travel to each cultural experience

Respect a dialect for what it is- a valid and complete language variation with systemic rules and organization- not lesser than SAE just different

Engage students in analysis of home language versus school language- dialect difference or language difference

Support language learning by coordinating language/vocabulary instruction with hands on activities (science experiments, etc) to make words functional

Directly and discretely teach learning strategies can include metacognitive strategies (executive processes, planning and analysis), cognitive strategies (mental manipulation, mental image creation, physical engagement, activating prior knowledge) and social-affective strategies (peer interactions, cooperative group learning)

it is essential that L1 be preserved and supported as L2 is developed

it is important that educators understand the value of the native language, accept responses in the native language whenever possible, encourage social conversation and engagement in the native language and engage in supportive demonstration that L1 and L2 are valued and accepted forms of communication, each with their place in life and schooling

focus on communication in L2 rather than perfection or accuracy of message while activating prior knowledge, repeating key concepts, and engaging in a lot of non-linguistic cueing and supports including graphic organizers, gestures, physical movement and facial expressions

Teach cognates and help students bridge languages

Early attention to building rapport will go a long way to facilitate communication. In many cultures, such as in Mexico and Puerto Rico, rapport begins through exchange of pleasantries or chit-chat before beginning the business of medical history-taking and physical or educational examination

Hispanic-Americans often expect health care and educational personnel to be warm and personal and express a strong need to be treated with dignity

As a sign of respect, older persons should be addressed by their last name.

Gesturing should be avoided because seemingly benign body or hand movements may have adverse connotations in other cultures.

Take care to evaluate whether questions or instructions have been understood, because some persons will nod “yes” but not really comprehend.

Outright questioning of authority such as a physician is taboo in some cultures, so encourage the patient to ask questions.

Tell the patient / client / parent that you realize that some things are not normally discussed, but that it is necessary so that the best care can be planned.

When sending home flyers and homework / therapy tasks use a lot of verbal and visual information- so that if the parents cannot read or cannot read English they can still feel connected to the school / therapy / medical experience

Try to avoid text heavy documents- they are overwhelming regardless of the language they are written in

Most important role: may be as a cultural broker rather than a word for word translator

Must be able to convey meaning to both participants in the conversation effectively

Must be able to navigate both cultures effectively

Lack of appropriate materials (in native language or targeted to ESL instruction)

Lack of specially trained staff (fully bilingual, well trained in ESL)

Limited authentic assessments for ELL students Limited previous schooling/ different schooling Limited native language proficiency Limited home/ school communication

Emotional, Physical or Mental health issues Financial barriers Anxiety about immigration status Housing, legal and transportation issues Family and supportive relationship struggles Culture shock and adjustment Language shock and anxiety

(Barriers, n.d.)

EVERYTHING is new and unfamiliar Language: Cultural customs: Classroom expectations: Social Pragmatic interactions: Academic Expectations: May manifest as: fatigue, stomach aches, anxiety,

fear, headaches, emotional liability, anger, hostility, frustration

May be trying to fit in at school and not be sure of how they fit in at home

Struggling to make friends, figure out the rules, learn a new language, worry about family, get used to a whole new culture, adjust to an entirely new life

1. Use picture supports 2. Use realia (real world objects) to support

vocabulary and content 3. Use graphic organizers and model their

completion, provide word banks to complete graphic organizers when appropriate

4. Provide a buddy / peer partner in the child’s native language

5. Post and use a visual schedule and rules

6. Simplify content materials– focus on key vocabulary and concepts

7. Use simple books with predictable text 8. Accept responses in native language and English

equally 9. Use gestures, Total Physical Response and

movement to support concepts, content, and vocabulary

10. Focus on the meaning of the student’s message and be supportive and kind in restating and reframing, offer models and examples

11. Provide students the ‘end product’ (good samples and models of expected work)

“Hispanic”

an ethnicity category referring to persons who trace their origin or descent to Mexico, Puerto Rico, Cuba, Central or South America, or Spain

“Latino”

emphasizes Latin American origin

Hispanic and Latino: collectivist vs American: individualist

Collectivist view of making decisions Very present oriented Very in the moment, in the now Can interfere with school and therapy schedules as

time is different Not organized or literal in description, more action

driven Watch and learn- without verbal explanation Parents want homework and flashcards- they don’t

understand play based or naturalistic intervention

Do not expect children to speak or comprehend until 3 years old

Causal attributions for deficits or diagnoses

Medical in nature or familial

“a neighbor smoked”

“dad was just like this”

They understand disability differently

“he is just lazy”

“He doesn’t want to”

Immigration status

May hesitate to speak to a professional, school official or government

Extended visits abroad Work schedules

▪ No PTO, no sick time, take off get fired

Public transportation Unfamiliar with therapy

Very foreign concept

-simpatia-politeness and the avoidance of hostile confrontation -personalismo-the value of warm personal interaction -respeto-the importance of showing respect to authority figures, including health care providers and educators -familismo-collective loyalty to extended family and commitment to family obligation; -fatalismo-the belief that individuals cannot do much to alter fate

“He’s just lazy” Trouble accepting diagnoses of a disability,

particularly in male children Frequent misunderstandings about getting better

or fixing the student

ex: SLD and CD

Parental acceptance of ‘expert’ statements without question in meeting- when they don’t actually agree or still don’t understand

Mothers Observe but don’t participate “you are the expert” Can be very passive in IEP meetings and

conferences Uncomfortable playing on the floor, engaging in

reciprocal interactions May not always comment on actions Do not engage in self talk or parallel talk

Puerto Ricans typically like to touch and feel close (both physically and emotionally) to those around themoften demonstrating smaller personal spaces needs and a tendency toward physical touch during conversation and interactions.

Mexican-Americans value Personalismo, or personal rather than impersonal relations, especially showing respeto, or respect, and familialismo, or emphasis on the value of, and reliance on the family

While Mexican Americans tend to be somewhat more formal in familial structure and interaction styles in the school or work setting, Puerto Ricans tend to be more causal or Americanized in their interaction style.

Spanish English

23 sounds 37 sounds

5 vowels 13 vowels

a e i o u Simple vowel, dipthongs, and more!

18 consonants 24 consonants

b, p, d, t, g, k, m, n, l, “ch”, s, f, “y”, w, ñ, ґ, x, rr

b, p, d, t, g, k, m, n, l, “ch”, s, f, “y”, w, ‘ng’, v, ‘th’, ‘TH’, z, ‘sh’, h, dz, r, ‘zh’

Underlined words do not exist in the other language

I The “ee” in “Fleece” in most varieties of English. ɪ The “i” in “Kit” e “face” in American English. ɛ The “e” in “Dress” æ The “a” in “Cat” ə This is the lax, neutral sound “comma” or “afraid.”

It is called the Schwa. ɑ The “a” in “father” ɒ . The “ough” in “thought” ɔ The “ough” in “Thought” ʌ The “u” in “Strut” o vowel “goat” ʊ The vowel in “Foot” or “could” u The vowel in “goose”

/ɑ/ /e/ /i/ /o/ /u/

/æ/ /ɔ/ /ʊ/ /ʌ/ /ɛ/ /ɪ/ /ə/

Spanish English

f, b, p, t, d, g, k, m, n, l, ch, s, “y”, w, i, u

Only 5 consonants in the final position: /r/ /l/ /s/ /d/ /n/

NO initial s blends (estrella, escalera) Open system (CVCV) ex: mesa, Niña, vaso No initial or final s blends Less frequent consonant clusters pl, pr, bl, br, dr, kl, gl, gr, fl, fr in initial and medial

positions s blends only in medial positions

Longer word length apple manzana * ball pelota or bolla doll muñeca

More multisyllabic words

Final Consonant Deletion final consonants, plural s, omission of 3rd person singular tense marker, omission of past tense marker –ed and possessive –s

phonological errors are common on vowel production sheep/ship sheep

In ChE “we walk yesterday to Juan house” is as grammatical and functional as SAE “we walked to Juan’s house yesterday”

English

Closed system

CVCVC

When designing lessons

Take this into consideration- Final consonants are probably not a great idea….

Hmong people tend to be humble. They don’t usually want to show or express their true emotions in front of others. Often they will say: “maybe” or “I will try” instead of giving a definite positive or negative reply. Sometimes they might say “okay” or “yes” which actually means “no” when they feel pressured.

• Older Hmong often do not speak English and may be illiterate in the Hmong language because of the recent development of the written language.

• Most parents place a high value on education, but they may lack the resources and background to help their children.

When talking to a Hmong person, he or she may not look directly at you or give eye contact. They may look down or away from you. Direct eye contact may be considered rude and disrespectful.

• Handshakes don’t usually occur between Hmong males and females. They greet each other verbally.

• Most traditional Hmong elders, especially men, do not want strangers to touch their heads or those of their children due to religious and personal values. Some believe the head is the most sacred part of the body

Teachers should understand that the Hmong written language is a new phenomenon and thus many students and their families are unfamiliar with this mode of communication.

Since families typically stress survival and coping, the teacher must realize that he/she needs to instill in the child the long term benefits and the importance of education.

The teacher should also teach the child certain study skills that he/she will most likely not learn at home

Many Hmong students are visual learners and prefer tactile learning thus teachers should make sure that they use different instructional modalities like hands-on activities, graphic organizers, and visuals to try and reach these students.

Teachers should be aware that when a Hmong student laughs he/she might be trying to cover their embarrassment rather than trying to disrupt the class. This embarrassment could be because they didn't understand what the teacher was asking. It would truly benefit the teacher and the student if the question was reframed.

Teachers must try to help Hmong students realize the value of forming their own opinions and not always agreeing with what the teacher says. A teacher could do this by asking the student about an issue that is very important to him/her, seeing if this sparks creativity and thinking that is their own.

Pronunciation, especially articulation is often a challenge for Hmong students because the pronunciations systems are different.

Endings including the plural form of words as in walks or walked are often difficult for Hmong students.

Hmong does not have the short vowel sounds for /I/ as in sit, /U/ as in crumb, /E/ as in get, or /A/ as in tap.

Tense distinctions are defined by adverbs such as yesterday or tomorrow rather than the English method of indicating tense by changing the verb as well.

Three dialects Hmong Daw (also called White Miao or

Hmong Der) Mong Njua (also called Blue or Green Miao or

Mong Leng) Dananshan (Standard Chinese Miao).

Hmong is a tone language and makes use of seven (Hmong Daw and Mong Njua) or eight (Dananshan) distinct tones.

So much information is conveyed by the tones that it is possible to speak intelligibly using musical tunes only

Hmong is an isolating language in which most morphemes are monosyllables.

Yam zoo tshaj plaws mas, nej yuav tsum mus nrhiav nug xyuas saib luag muaj kev pab hom dab tsi nyob ncig ib cheeb tsam ntawm nej.

thing good most top you must go look-for ask visit see others have way help kind what be-at around environs at you

'The best thing to do is for you to find people who live in your neighborhood who can help you with different things.'

Hispanic and Latino: collectivist vs American: individualist

Collectivist view of making decisions Very present oriented- time is an ‘issue’ Very in the moment, in the now Can interfere with school and therapy schedules

as time is different Not organized or literal in description, more

action driven Watch and learn- without verbal explanation Parents and family members want homework

and flashcards- they don’t understand play based or naturalistic intervention

Hispanic/ Latinos American Cultural View

Hissing to gain attention is acceptable Hissing is impolite and indicates contempt

Touching is frequent between two people during conversation

Touching often carries a sexual overtone

Avoidance of direct eye contact of attentiveness and respect, sustained eye contact may considered a challenge to authority

Direct eye contact is a sign of attentiveness and respect

Personal space is limited, space between two speakers is close

Personal space is greater and more valued

Official conversations are preceded by lengthy greetings, pleasantries, and other talk unrelated to the formal topic at hand

Getting to the point quickly is valued

Compared to the other ethnic/racial groups, Hispanic/Latinos have the least number of years of education

Having little or no education can become a barrier for accessing health education information and accessing needed care

Hispanic Americans and persons with less than 8 years of formal education tend to be falsely identified as possibly cognitively impaired when using the MMSE (Mini Mental State Examination)

Language Barriers: Latinos generally report feeling less listened

to and understood by their doctors, as well as less able themselves to understand their doctors; and they are twice as likely to leave a doctor's office with unasked questions. They are also far more likely than whites to feel that they are treated unfairly by providers or by the medical system

Immigrants living in the United States are underinsured and more likely to be living in poverty

An individual- whether a student or an adult- brings with them the hidden rules of the class in which they were raised.

Schools, hospitals and workplaces operate within the hidden rules of the middle class which are not directly taught and put those from poverty at a disadvantage

In the Hispanic poverty pattern most families are two parent and have more emotional resources than other races in generational poverty

In poverty and ELL it is not unusual for people to only know the casual register

Majority of poor and ELL students do not have access to formal register at home--- but all state tests, WKCE, ACT, medical forms, case histories, etc are in formal register

Ability to use the formal register is a hidden rule of the middle class

Poor and ELL students do not have the vocabulary or sentence structure knowledge to use formal register, when talking in casual register the meaning comes not so much from word choice but from non verbal assists- when writing the nonverbal assists are taken away and the student tends to really struggle