Bilingualism Flashcards
Acquired bilingualism
Parents speak different language than community
Each parent speaks a different language
Exposed to second language through daycare
Bilingual Theories by Krashen
Spontaneous acquisition-subconscious process occurring in both children and adults
Learning of the language– Attained through formal education
Sequential bilingualism
Second-language acquired after the first language has developed
Instrumental motivation
Involves learning a second language for personal reasons like getting a job
Integrative motivation
Involves learning a second language to assimilate or be like members of a community
Simultaneous language acquisition
Two languages acquired simultaneously prior to age 3, they’re considered simultaneous bilingual learners
Stage one of development in simultaneous bilinguals
No differentiation between the two languages until about two years
Basic interpersonal communication skills BICS
Describe social, conversational language used for oral communication, takes two years
Cognitive academic language proficiency CALP
Describes the context reduced language of the academic classroom, takes 5 to 7 years
Transitional bilingual education
Native language as support but moving into English
Immersion bilingual education
Aim is for students to become bilingual and bicultural
Submersion
Student is thrown into the majority language, English is the only language used for instruction, referred to as sink or swim
Two-way bilingual programs (dual language, dual immersion, two way immersion)
Minority language is used at least 50% of the time
In each period of instruction only one language is used
Balance number of English and not English students
Students are integrated in all classes
Somatic approach for teaching ELL students
Same theme used to reinforce a topic throughout the curriculum
Explicit teaching of learning strategies
Specific instructions about the material to be learned is provided, why and how of what is going to occur in classroom
Scaffolding
Based on the Vygotskys zone of proximal development, Students have range of ability that is much wider than that revealed by a static picture of particular developmental level, new learning does not await the given developmental level rather learning moves development forward
Reasons to speak with foreign accent
Person may speak in an accident in their second language if it was sequentially learned after the age of 12 years and if it is not spoken with natives
Bilingual assessment using IDEA
Assessment must be provided and administered in the language and form most likely to you accurate information on what the child knows and can do academically, developmentally, and functionally
RIOT in bilingualism
Review, interview, observe, test school/work
Strategies for determining to assess ELL in one language or both
The student is enrolled in a bilingual program or was enrolled in a bilingual program for at least three years
Population of ELL students
5 million in the US, one third are in California
Interpreting process BID
Briefing, interaction segment, debriefing
Code switching rules
Switch may not violate the syntactic rule in either language, there cannot be a switch between a pronoun and a verb
How parents accommodate an ELL child
Provide lots of support in L1, kids with language impairment need as much of a language foundation as possible
Bilingual programs
Submersion, English as a second language, structured immersion/sheltered immersion, sheltered English or sheltered content instruction of SDAIE, maintenance or developmental programs, Immersion bilingual education, two way bilingual programs
Maintenance or developmental bilingual programs
Instruction in both languages to maintain both languages throughout elementary school
Incisional bilingual programs
Instruction in both English and the students native language
