Read Many Languages, One Classroom (Oliva-Olson, Espinosa, Hayslip, and Magruder, 2018); and
Find at least one scholarly, peer-reviewed, or other credible source of information on dual-language learning.
Read Many Languages, One Classroom (Oliva-Olson, Espinosa, Hayslip
Read Many Languages, One Classroom (Oliva-Olson, Espinosa, Hayslip, and Magruder, 2018); and
Find at least one scholarly, peer-reviewed, or other credible source of information on dual-language learning.
As highlighted in this week’s readings, approximately 20% of U.S. children speak a language other than English (Berk, 2013). In fact, nearly 40 states reported districts that received Title III funding who were implementing at least one dual-language program in the 2012 to 2013 school year (U.S. Department of Education, Office of English Language Acquisition, 2015). Consequently, early childhood professionals need to understand the progression of language development for typically developing children as well as that of children who are dual-language learners.
With that in mind, imagine that you are an early educator working in a toddler classroom preparing for Parent and Teacher conferences, and Erin—described in Chapter 9—is in your class. It’s been your practice to write a developmental summary to collect your thoughts in anticipation of the conversation you will have with each family. In this developmental summary. Reflect on how you will discuss Erin’s language development. Given that her parents have decided to teach Erin both English and Spanish.
Think about and develop a two- to three-page essay on the dual-language dilemma supported with research findings from your text and at least one additional credible resource.
Address the following:
Develop a research-based argument on whether it wise or unwise for Marilyn and Oscar to promote bilingualism.
Discuss Erin’s mixing of the two languages, indicating if it is the result of confusion or something else.
Outline what Erin family should expect regarding the impact of dual-language learning on her academic achievement.
Explain how the trajectory of language development (i.e., phonological, semantic, grammatical, and pragmatic) is different when students are learning more than one language.
Compare how the age at which a child learns a second language impacts the course of language development.
