CHCFC506A - Principles of ESL & Stages of Language

[lrobx]

Your Assignment Module Number and Heading: CHCFC506A Foster children's language and communication development
Your Assignment Type: Standard Question
Currently Working in Childcare? Yes
Your knowledge: Beginner

Your Question?
Define language development, including with your definition:
. stages of language development
. principles of the development of English as a Second Language
. principles of early childhood bilingualism

What is your answer so far or What have you done so far as an attempt to solve this question?
Principle #1: Bilingualism is an asset and should be fostered.
Research increasingly shows positive benefits of bilinigualism in relation to cognitive function as well as cultural and economical status, and children who have the opportunity to speak more than one language should be encouraged so that they may enjoy these benefits. Encouraging both English and a child's native language is especially important when the child's family members speak in their native language.

Principle #2: There is an ebb and flow to children's bilingualism; it is rare for both languages to be perfectly balanced.
It is falsely believed that encouraging a child's native language at home could prevent them from developing either language well, however as a child learning a second language whichever is spoken most often may be predominate. Children who seem to lack proficiency in both languages are most likely undergoing a developmental phase in which limited use causes the child's competence in the the home language to decline, while the second language has not yet reached an age appropriate level. We should view this period of language imbalance as temporary as it is rare for bilinguals to have both languages in balance. If a child is given adequate exposure and opportunity then they should reach their age level proficiency in their dominant language.

Principle #3: There are different use cultural patterns in language use.
Children who come from different cultural background with their own native languages may experience culture conflict in the differences of their ways of learning and communicating in classroom settings.

Principle #4: For some bilingual children, code-switching is a normal language phenomenon.
While some children acquiring a second language appear at first to confuse the two languages, code-switching is, in fact, a normal aspect of second language acquisition. Young bilingual children tend to insert single items from one language into the other, primarily to resolve ambiguities and clarify statements. Children acquiring a second language are learning to switch languages in the sophisticated manner they hear in their homes and communities. Teachers should not hesitate to switch languages to accommodate the language and culture of their students. The goal must always be to communicate, rather than adhere to rigid rules about which language can be used in a given circumstance or at a given time.

Principle #5: Children come to learn second languages in many different ways.
Children become bilingual in different ways, the two most common being simultaneous acquisition of two languages and successive acquisition of a second language. A child under the age of three who is exposed to two languages usually experiences simultaneous acquisition. If the child is exposed to the second language at an older age, successive acquisition usually occurs. The rate of acquisition varies depending on the amount of exposure and support the child receives as well as on individual differences. Four types of bilingualism that fall into the two ways of learning languages have been identified.

For types 1 and 2, children have had high exposure to both languages at an early age.

•Type 1, Simultaneous Bilingualism, refers to children who have early exposure to both languages and are given ample opportunities to use both.
•Type 2, Receptive Bilingualism, refers to children who have high exposure to a second language but have little opportunity to use or practice it.
For types 3 and 4, children are learning the second language sequentially, after they have learned their first language.

•Type 3, Rapid Successive Bilingualism, refers to children who have had little exposure to a second language before entering school but have ample opportunity to use it once they enter.

•Type 4, Slow Successive Bilingualism, refers to children who have had little exposure to a second language and who have or avail themselves of few opportunities and have low motivation to use it.
While these four generally describe the second language acquisition process, the complexity of bilingualism can produce other variances.

Principle #6: Language is used to communicate meaning.
Children will internalize a second language more readily if they are asked to engage in meaningful activities that require using the language. For children who are learning English as a second language, it is important that the teacher gauge which aspects of the language the child has acquired and which ones are still to be mastered. Wong Fillmore recommends a number of steps that teachers can use to engage their students:

•Use demonstrations, modeling, role-playing.
•Present new information in the context of known information.
•Paraphrase often.
•Use simple structures, avoid complex structures.
•Repeat the same sentence patterns and routines.
•Tailor questions for different levels of language competence and participation.

Principle #7: Language flourishes best in a language-rich environment.
Teachers of children with limited English proficiency need to be good models of language use. In particular, they should encourage children to practice English as much as possible and provide reinforcement by expanding on the children's vocabulary repertoire and by speaking coherently. It is important for children learning English to interact with others in the classroom as much as possible. Speaking with their peers will give them a stronger reason for communicating. Second language learners also need to be exposed to meaningful literacy activities. This is especially important for children from homes where literacy activities may be rare. It is vital for teachers to make reading and writing appealing and significant to the children. They should encourage students to write about people, places, or activities that are important to them. Such topics will motivate students to take risks with the language that they might not take with artificial or meaningless subjects.

Principle #8: Children should be encouraged to experiment with language.
Learning a second language is similar to learning a first language in that a child needs to experiment and produce utterances that may be inaccurate yet reflect normal language development. In this way, the child is attempting to figure out the patterns and rules that govern the language. To correct the child's speech, teachers should rephrase or expand on what the child has already said. Feedback from peers will also help the children determine which phrases are right and wrong. While children may appear to be making more mistakes during experimentation, they are actually learning to internalize chunks of appropriate speech. They test these chunks of language by using them in situations that may or may not be appropriate. The feedback they receive helps them determine whether they have guessed correctly.

Description and Message:
So I've been able to define language development and its stages, but I just don't quite understand the principles questions. I've looked through all of my readings and not found anything relevant so I've taken to the internet searching for information on language principles and I've found this. I'm just not sure whether this is relevant to development of English as a Second Language or to early childhood bilingualism, if it is relevant to either of them at all. I'd love to get some feedback, to help me know if i'm on the right track.

[Lorina]

Nice detailed response! I think you've actually got the principles for both ESL and early childhood bilingualism and all that is missing is the stages of language development. We have an article available in Resources, Child Development on language development. I'll add the link below and maybe it can help you out..

Language & Speech Developmental Milestones

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