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Unit 6 Discussion: Linguistic Diversity
Unit 6 Discussion: Linguistic Diversity
Read this article before posting in the discussion:
Many Languages, One Classroom: Supporting Children in Superdiverse Settings | NAEYC
The population of young children from families whose first language is not English is growing in the United States. Please post a thoughtful reflection to share with your classmates. Consider the following: What experience (if any) do you have with the language programs described in the article? What supports must be in place to assist in second language acquisition? How will you implement playful strategies in your classroom to help? What obstacles might you face?
1.
Tjuana Fowler
RE: Unit 6 DB: Linguistic Diversity
Hello Classmates,
The article was very informative and provided me with helpful tips to ensure that children of different cultures and languages get the same interactions and teachings as English-speaking children. I do have some experience with the language programs mentioned in the article such as Family Engagement. When a new child is starting in the classroom, a packet is emailed to the parent to fill out to provide teachers with an insight of how the child is growing and developing. Next, I set up an intake meeting over Zoom with one or both of the parents to discuss the child and any concerns the parents may have. We discuss languages spoken at home, potty training, how the child likes to be comforted, developmental concerns/milestones, and much more. This is very helpful to us to make sure we have the classroom set up for the parents and the child’s arrival. We also continuously meet with the parents to discuss how the child is adjusting and to gain advice from the parent as to how to make the child comfortable in the learning environment. I also add environmental support in the classroom to ensure I am providing an inclusive environment. The supports include environmental print in home languages, books, dolls, family books (includes pictures of the families, where they are from, and something their country is known for), pictures of family meal times, etc.
The part of the article that stood out to me was the discussion of the fifty-fifty dual language model and the English language development with the home language support model. The fifty-fifty dual language model is set in place to ensure teachers make sure children experience (hear, speak, see in print) both English and their home language in all content areas (literacy, math, outdoor play, etc. The English language development with home language support model is useful when teachers are not proficient in the child’s home language. The child’s home language is interweaved throughout learning experiences during the day as well as in English. I would like to implement this concept more in my own classroom, however, an obstacle that I might face is pronouncing the words incorrectly or using phrases in the wrong context. My current classroom has students who speak Chinese or Mandarin with a child who recently started and does not speak English at all. His parents would like for him to learn English at school with minimum Chinese spoken to him since that’s what he hears at home. I understand that in order to help him learn, he needs to receive instruction in both languages so that he gains a better understanding of the materials being presented to him.
References
Olivia-Olson, Carola, Espinosa, Linda M., Hayslip, Whit, & Magruder, Elizabeth S. (2019, December/January). Many Languages, One Classroom: Supporting Children in superdiverse Settings. Retrieved from: www.naeyc.org/resources/pubs/tyc/dec2018/supporting-children-superdiverse-settings.
2.
Aimee Sheren
RE: Unit 6 DB: Linguistic Diversity
The article “Many Languages, One Classroom: Supporting Children in Superdiverse Settings” discusses the challenges and opportunities of teaching in classrooms where children speak a variety of languages. The author, Dr. Margarita Calderón, provides a number of strategies for supporting second language acquisition in these settings. I learned that establishing a welcoming learning community is important. This means creating an environment where all children feel comfortable speaking their home languages and learning English. Teachers can do this by displaying bilingual signs, using books and songs in multiple languages, and encouraging children to share their cultures with each other. Also, making learning accessible through a wide range of activities. Children learn best when they are engaged and having fun. Teachers can provide a variety of activities that appeal to children of different language backgrounds, such as hands-on projects, games, and music. Framing diversity as a strength can help children see the value of speaking multiple languages by celebrating the different cultures represented in their classroom. They can do this by talking about the children’s home countries, sharing food from different cultures, and inviting guest speakers to talk about their experiences. Incorporating creativity and movement through music is also important. Music is a great way to engage children and help them learn new words and phrases. Teachers can incorporate music into their lessons by singing songs in multiple languages, playing instruments, and dancing and finally, communicating regularly with families. It is important to keep families informed about their child’s progress in English. Teachers can do this by sending home notes, holding parent-teacher conferences, and creating a website or blog where families can find information about the classroom.
I have some experience with the language programs described in the article. I work as a ParaEducator in a K-2 school where many of the children spoke Spanish as their first language. I learned a lot about how to support second language acquisition by observing the teachers and working with the children. I saw how important it was to create a welcoming environment where all children felt comfortable speaking their home languages. I also learned the importance of providing a variety of activities that appealed to children of different language backgrounds.
I believe that playful strategies are a great way to help children learn new languages. Children learn best when they are having fun, and playful activities can make learning more engaging and memorable. I believe that the most important obstacle to supporting second language acquisition is a lack of resources. Teachers need access to materials in multiple languages, as well as training on how to support second language learners. I hope that more resources will become available in the future so that all children can have the opportunity to succeed in school, regardless of their language background.
Sluss, D. J. (2019). Supporting play in early childhood: Environment, curriculum, assessment (3rd Ed.). Cengage.
https://www.naeyc.org/resources/pubs/tyc/dec2018/supporting-children-superdiverse-settings
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