CHCFC506A - Children learning English as a Second Language
Posted: Wed Apr 17, 2013 3:20 pm
Your Assignment Module Number and Heading: CHCFC506A Support Childrens Language and Communication Development
Your Assignment Type: Standard Question
Currently Working in Childcare? No
Your knowledge: Beginner
Your Question?
Explain the developmental considerations of children learning English as a second language? How are these different to children learning English as their only language?
What is your answer so far or What have you done so far as an attempt to solve this question?
Children who have grown up in Australia and speak English as their sole language, have only really been exposed first hand to one culture for their whole lives. Family members and educators who understand, and for the most part, have lived in their culture have surrounded these children.
It is often a very different experience for a bilingual child. Their culture usually differs from the majority of the children in their group, the educators and other staff may never have experienced their culture and/or their home language, or else have had very limited experience of these.
Developmental considerations of bilingual children and/or children who are currently acquiring English as a second language include the following:
Consider the Cultural Context and the Impact of Culture on Language Development
- Whether there are any important life stages that are recognised by this culture e.g: Coming of age
- How do adults and children interact in their culture? Eg: in some cultures children should only speak when spoken to.
- Are there any gender issues specific to people of this culture? Eg: are boys and girls treated the same or differently?
- Are there any behaviour issues related to children eg: power, or lack of it?
- Are there any discipline practices that may affect children negatively?
- Are gestures and body language a major part of communication? Are there some that may cause offense to others if used? Do gestures mean the same or different things in other cultures?
- How does religion impact on family values and practices?
- Are there any special food requirements or restrictions that need to be catered for?
- Are there any specific health and hygiene practices that may differ from the Australian community.
- Are there any important traditions that need to be acknowledged?
- What celebrations impact on family life?
Consider Bilingual Acquisition
- There are two different ways of learning two languages, these are Sequential Acquisition( one language is learned first and then a second language is acquired) and Simultaneous Acquisition(both languages are learned at the same time, usually from birth).
- With Sequential Acquisition, it is very important how the second language is introduced and maintained as the two languages need to be separated.
- Also with Sequential Acquisition, the basics of the first language can support the development of the second language
- It is normal for bilingual children to mix grammer rules from time to time.
- It is normal for children to use words from both languages in a sentence from time to time
- Do all family members speak the home language only or are some/all family members bilingual
- Does the child have any other home access to English
- Does the family support (and how much do they support) the childs acquisition of English.
We need to remember the rate at which the child will learn English will vary between children and is dependant on many factors which include:
➢ The length of time that the child is exposed to English
➢ How much the child experiences English
➢ The age of the child when he/she was first introduced to the language
➢ The way English is experienced
➢ The differences and similarities between English and the childs home language
➢ The ability and commitment of the family to maintain the childs development of English
➢ The attitude of the child to learning English including their personality, confidence and learning style.
Educators need to understand that a child may go through a period of silence, where they do not speak at all, this can last up to a few months. We should not pressure the child to talk but rather let them observe and experience the language and the environment.
Description and Message:
I have answered the question, I would really appreciate if someone would check it for me and let me know if its correct
Thanks guys
Your Assignment Type: Standard Question
Currently Working in Childcare? No
Your knowledge: Beginner
Your Question?
Explain the developmental considerations of children learning English as a second language? How are these different to children learning English as their only language?
What is your answer so far or What have you done so far as an attempt to solve this question?
Children who have grown up in Australia and speak English as their sole language, have only really been exposed first hand to one culture for their whole lives. Family members and educators who understand, and for the most part, have lived in their culture have surrounded these children.
It is often a very different experience for a bilingual child. Their culture usually differs from the majority of the children in their group, the educators and other staff may never have experienced their culture and/or their home language, or else have had very limited experience of these.
Developmental considerations of bilingual children and/or children who are currently acquiring English as a second language include the following:
Consider the Cultural Context and the Impact of Culture on Language Development
- Whether there are any important life stages that are recognised by this culture e.g: Coming of age
- How do adults and children interact in their culture? Eg: in some cultures children should only speak when spoken to.
- Are there any gender issues specific to people of this culture? Eg: are boys and girls treated the same or differently?
- Are there any behaviour issues related to children eg: power, or lack of it?
- Are there any discipline practices that may affect children negatively?
- Are gestures and body language a major part of communication? Are there some that may cause offense to others if used? Do gestures mean the same or different things in other cultures?
- How does religion impact on family values and practices?
- Are there any special food requirements or restrictions that need to be catered for?
- Are there any specific health and hygiene practices that may differ from the Australian community.
- Are there any important traditions that need to be acknowledged?
- What celebrations impact on family life?
Consider Bilingual Acquisition
- There are two different ways of learning two languages, these are Sequential Acquisition( one language is learned first and then a second language is acquired) and Simultaneous Acquisition(both languages are learned at the same time, usually from birth).
- With Sequential Acquisition, it is very important how the second language is introduced and maintained as the two languages need to be separated.
- Also with Sequential Acquisition, the basics of the first language can support the development of the second language
- It is normal for bilingual children to mix grammer rules from time to time.
- It is normal for children to use words from both languages in a sentence from time to time
- Do all family members speak the home language only or are some/all family members bilingual
- Does the child have any other home access to English
- Does the family support (and how much do they support) the childs acquisition of English.
We need to remember the rate at which the child will learn English will vary between children and is dependant on many factors which include:
➢ The length of time that the child is exposed to English
➢ How much the child experiences English
➢ The age of the child when he/she was first introduced to the language
➢ The way English is experienced
➢ The differences and similarities between English and the childs home language
➢ The ability and commitment of the family to maintain the childs development of English
➢ The attitude of the child to learning English including their personality, confidence and learning style.
Educators need to understand that a child may go through a period of silence, where they do not speak at all, this can last up to a few months. We should not pressure the child to talk but rather let them observe and experience the language and the environment.
Description and Message:
I have answered the question, I would really appreciate if someone would check it for me and let me know if its correct
Thanks guys
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