Dual Language Learning in the Early Years: Theory and Practice Diane August Center for Applied Linguistics.

Dual Language Learning in the Early Years: Theory and Practice

Dual Language Learning in the Early Years: Theory and Practice

Diane August

Center for Applied Linguistics

Overview of PresentationOverview of Presentation

Preschool dual language programs− Three studies that shed light on the effect of

school and home language use on children’s first and second language development

− Research base that supports dual language programs

Future directions− Research and development

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Preschool Programs: Dual Language Approach Preschool Programs: Dual Language Approach

Experimental study comparing the effect of monolingual immersion compared with dual language preschool programs (Barnett, Yarosz, Thomas, Jung & Blanco, 2007)− Three- and four year old children from homes where

Spanish and English were spoken were randomly assigned to program type

− Dual language program alternated between English and Spanish on a weekly basis by rotating children between classrooms and teachers

− Classrooms in both conditions used the High/Scope curriculum, met high standards for teacher qualifications, ratio, and class size

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Preschool Programs: Dual Language Approach Preschool Programs: Dual Language Approach

Findings− Children in both types of programs experienced

substantial gains in English language, literacy and math, with no significant differences between groups

− Among the Spanish-speakers, the dual language program produced large gains in Spanish vocabulary compared with the English program

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Preschool Programs: Dual Language Approach Preschool Programs: Dual Language Approach

Experimental study comparing the effects English High Scope Curriculum, English Literacy Express Curriculum and Bilingual Literacy Express Curriculum (Farver, Lonigan, & Eppe, 2009)− Sample was 94 Spanish-dominant ELL pre-school children

enrolled in a Head Start program in an inner-city school− Children were randomly assigned to three program types-High

Scope (control), High Scope plus Literacy Express in English, High Scope plus Literacy Express with students beginning in Spanish and transitioning into English

− Literacy Express curriculum− focuses on oral language, emergent literacy, basic math and

science, and socio-cultural development− groups of 4-5− three types of teacher-directed activities—shared reading,

phonological awareness training, print knowledge activities− Children in the bilingual program transitioned into English after

9 weeks.

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Preschool Programs: Dual Language Approach Preschool Programs: Dual Language Approach

Findings − Literacy Express children made significant gains

compared to High Scope only children− English-only and transitional bilingual programs were

equally effective for English language outcomes− Only the transitional model was effective for Spanish

outcomes

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Preschool Programs: Dual Language Approach Preschool Programs: Dual Language Approach

Experimental study comparing the effect of home story book reading in children’s L1 and English (Roberts, 2008)− Participants were 33 preschool children from low SES families− Home language was Hmong or Spanish− Two 6-week sessions of home combined with story book reading− 12 classic children’s storybooks with translations; no other

modifications noted− Children assigned to one of two groups:

− Primary language home reading/English school reading first six weeks; English home reading/English school reading second six weeks

− English home reading/English school reading first six weeks followed by primary language chool reading/English school reading second six weeks

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Preschool Programs: Dual Language Approach Preschool Programs: Dual Language Approach

Findings− Children learned a substantial number of words from

the combined home and classroom reading experiences

− Primary language home reading/English school reading as effective as English home reading/English school reading condition.

− Family caregiver participation in the parent-support part of the program rose from 50% to 80% in the second session

− Family caregiver English oral language skills and the number of English books in the home related to English vocabulary learning.

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Dual Language Approach: Research BaseDual Language Approach: Research Base

− Transfer of skills from L1 to L2: if you know something in one language you either already know it in another language or can more easily learn it in another language (Cummins, 1979; Dressler, 2006)

− Bilingualism itself does not interfere with academic achievement in either language (Yeung, Marsh, & Suliman, 2000)

− Bilingualism has other probable benefits including cognitive flexibility (Nagy, Berninger, & Abbott, 2006; Galambos & Hakuta, 1988; Bialysotck, 2001) and improved family cohesion and self-esteem (Portes and Hao, 2002; Von Dorp , 2001).

− , 2006).

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Dual Language Approach: Future DirectionsDual Language Approach: Future Directions

− Important to buildi on effective L1 research− All programs did this

− Major modification was L1 home and school use− Regardless of program type it is helpful to: − Provide first language support to very limited English

proficient students − Additionally it is important to:− Scaffold instruction for ELLs (August & Shanahan,

2010)− Attend to teacher-student interactions (Dickinson,

Darrow & Tinubu, 2008)

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Dual Language Approaches: Future DirectionsDual Language Approaches: Future Directions

− VIOLETS: a pre-school English language development program implemented in several counties in Maryland

− Uses three-pronged approach to vocabulary development− Teach individual words− Immerse children in rich oral language environments− Develop word consciousness

− Provides scaffolded instruction for ELLs− Findings indicate substantial gains in vocabulary for

both ELLs and English proficient students in high poverty schools

VIOLETSVIOLETS

VIOLETS: Teaches Individual WordsVIOLETS: Teaches Individual Words

PERFECT

The word we are going to learn is perfect. Perfect means just right. If something is perfect, it is as good as it could be. (Child-friendly definition) Let’s look at a picture of something perfect. (Picture) This is a perfect day to go to the beach. You can see it is sunny and warm outside. It’s a perfect day. Let’s pretend that we are collecting shells on the beach. [Have children pretend to collect shells.] (Gesture) And some of the shells we find are perfect also. They are not broken and very shiny. Can you name something you think is perfect? Why do you think it is perfect? (Contextual instruction) Is a broken toy perfect? Tell me why or why not? (Analytic instruction) Say perfect with me three times – perfect, perfect, perfect. Point to the letter ‘p’ in the word ‘perfect’. What sound does the word ‘perfect’ start with? What is the letter name? (Anchored instruction) As we read, I want you to listen for the word ‘perfect’. If you hear it, touch your nose! (Contextual instruction)

perfect

VIOLETS: Teaches Individual WordsVIOLETS: Teaches Individual Words

Teacher Talk

We have learned some words that mean the opposite of each other. We learned that upside-down is the opposite of …. [give the children time to respond right-side-up.] Now we will learn some more words that we call opposites.

Teacher Talk

Hot / cold This is a picture of hot and cold. Something that is hot has a high temperature. Let’s pretend it is a hot summer day. Ohhhh! We are so sweaty! Let’s wipe the sweat from our faces. Say hot with me two times. Something that is cold has a low temperature. Let’s pretend we are shivering because we are so cold. Brrrr! Say cold with me two times. Hot is the opposite of cold.

VIOLETS: Teaches Individual WordsVIOLETS: Teaches Individual Words

Teacher Talk

If you like kittens and you like puppies, getting a kitten for a pet is as good as getting a puppy. Let’s look at the pictures. Running in the water is as good as running on the beach. It is fun to run in the water and it is fun to run on the beach.

Teacher Talk

Say as good as with me three times – as good as, as good as, as good as. Teacher Note: Say the statement, have students put thumbs up or not, and then after each one, ask several pairs why they answered that way. If you think one thing I say is as good as another, put your thumbs up. Having a toothache/going to a birthday party Getting a new puppy/getting a new bicycle Doing the dishes/watching a favorite TV program [You can continue if you like.]

VIOLETS: Rich Language ImmersionVIOLETS: Rich Language Immersion

Passage 1: Look at Chrysanthemum’s miserable face [point to Chrysanthemum]. (Picture) Let’s make a face like that. (Gesture) How do we feel? We feel miserable! (Previewing prior to open-ended questioning, below.) Let’s say that together: We feel miserable! We feel miserable! (Choral repetition) Why does Chrysanthemum feel so miserable? [Anticipated response: Because the children keep making fun of her name.] (oral language and knowledge structure development: causes.)

Passage 2: Here is the new baby [point to Chrysanthemum]. (Picture) Her parents are so happy. They said she was perfect, absolutely perfect. Let’s say that together: Absolutely perfect! (Choral repetition) The little baby is perfect; that means she is just right. She is as good as she could be. (Defining vocabulary in context) Chrysanthemum’s parents loved their new baby. She was absolutely perfect. (Summary)

Thanks So Much Thanks So Much