Promoting Language Development from Birth to 5: in One Language or Two Barbara Zurer Pearson...

Promoting Language Development from Birth

to 5:in One Language or Two

Barbara Zurer PearsonUniversity of Massachusetts Amherst

Rebecca BurnsUniversity of South Florida Sarasota

National Head Start

Dual Language Institute

October 29, 2008 Washington, DC

“A Time for Action”

National Head Start

Dual Language Institute October 29, 2008 Washington, DC

“A Time for Action”

Contact Information

Barbara Zurer Pearson, Ph.D.bpearson@research.umass.eduwww.zurer.com/pearsonc/o UMass Amherst Linguistics &

Communication Disorders

Rebecca Burns. Ph.D.burnsmr@sar.usf.edu

www.sarasota.usf.edu/coe/BurnsCollege of Education/ ESOL

University of South Florida-Sarasota Manatee

Bilingualism Study Group / University of Miami

• Infant Study 25 babies 3 months to 3 years, • Language & Literacy (LLBC) 960 children 5-

11

D. K. Oller Sylvia FernandezVivian Umbel Maria FernandezAna Navarro Alan Cobo-LewisRebecca Eilers Virginia GathercoleVanessa Lewedag Barbara Zurer Pearson

NICHD 5R01 HD30762 to D.K. Oller & R. E. EilersNIDCD Bilingualism Supplement to Longitudinal Infant

Vocalizations Project

RCMA (Immokalee FL)

judith inglese, ceramicist

Outline of today’s session

1. Highlight dual language research w/ implications for practice

2. Provide tools and strategies for centers and programs to support bilingual children and their families

H.S. Dual Language Institute Objectives Addressed

I. Positive outcomes for childrenII. Strengthened program planning

& professional developmentIII. Enhanced family involvementIV. Greater community resources

Head Start Dual Language Report p. 24

(all)

I. Positive Outcomes for Bilingual Children

Huh? That’s not what I heard!Aren’t bilingual children slower to

learn?It’s too hard. Don’t bilingual

children get confused?They have enough problems with

English; the other language just holds them back.

These are all myths!

First some terminology…

• Our “bilingual babies” didn’t speak two languages, not even one!

• So, what is “bilingual”?

• What do you think? What terms are unfamiliar to you?

Yes! Research showspositive outcomes for children• Children growing up in two

or more languages is the norm around the world.

• The human brain is designed to support multiple languages

• The more you know, the easier it is to learn.

Yes! Positive Outcomes for ChildrenWith home language support:• Children’s learning is

continuous• Children’s self-esteem is

enhanced• Parents have more

recognition as child’s first teacher

7

8

9

10

11

1 2 3 4 5 6

"Depth"

English and Spanish Proficiency by Time in U.S.

Eng

Span

1st principle: Learning 2nd language doesn’t require loss of 1st.

Hakuta & D’Andrea, 1992

Demonstration of subtractive LL

7

8

9

10

11

1 2 3 4 5 6

"Depth"

English and Spanish Proficiency by Time in U.S.

EngSpan

From Hakuta & D’Andrea, 1992

Demonstration of additive BL

7

8

9

10

11

1 2 3 4 5 6

"Depth"

English and Spanish Proficiency by Time in U.S.

EngSpan

From Hakuta & D’Andrea, 1992

w/ Nested factorial (Core Design-LLBC, Oller & Eilers,

2002)

Monolinguals Bilinguals

SES: Hi Lo

Home Lang: English & Spanish Only Spanish

School:1-way 2-way 1-way 2-way

SES

Hi Lo Hi Lo Hi Lo Hi Lo

(Replicated at Kindergarten, 2nd and 5th Grades)

At 5th grade, difference scores for school lang

groups

0

2

4

6

8

10

12

SS points gained

EnglishAdvantagefrom Eng

OnlySchool

SpanishAdvantagefrom Two-

WaySchool

Effect of School Language(s) on Standardized Scores

Overall

Eng&Sp at Home

Only Span atHome

At 5th grade, difference scores for the home language

groups

0

2

4

6

8

10

12

SS points gained

EnglishAdvantage

fromEng&Sp at

Home

SpanishAdvantagefrom OnlySpanish at

Home

Effect of Home Language(s) on Standardized Scores

Overall

English OnlySchool

2-Way School

Positive Outcomes: The Big Picture

Bilingual children have better– selective attention– metalinguistic awareness– mental flexibility– continuity between home &

school– understanding & tolerance for

others– access to a wider world

Individual Differences:Factor Analysis of Bilinguals’

English & Spanish Data

Factor 1 Factor 2 Factor 3

Word Attack .82 .71     –.01  

Letter–Word .79 .82 .35     .25

Rdg Comp .64 .61 .37     .28

Proofing .70 .66 .32     .34

Dictation .61 .70 .48     .40

Picture Vocab

    .80 –.05 –.00 .78

Analogies     .69 .38   .61

Oral Vocab     .74     .78

PPVT     .74     .72

One child, two languages

Commitment to Dual Language Programs

II. Program Planning & Professional Development

Can you convince your staff, parents, and community of the positive outcomes for children?

§ 1304.21 Education and early childhood

development. a) 4• (ii) Ensuring opportunities for creative

self-expression through activities such as art, music, movement, and dialogue;

• (iii) Promoting interaction and language use among children and between children and adults; and

• (iv) Supporting emerging literacy and numeracy development through materials and activities according to the developmental level of each child.

• (Head Start Performance Standards)

Publications Available

• Barbara’s website: www.zurer.com/pearson/bilingualchild

• Pearson, B. Z. Raising a BL Child• Patton Tabors, One Child, Two

Languages• WestEd article, in Concepts of Care,

(also en español--aquí)• OHS Dual Language Report• Sign up sheet for those without

internet access

Language Policy Goals: Zero to 3 and newcomers

•Continuity of care• Caregivers speaking their

best language• Reinforcing (or introducing) the language

of the community

Policy Goals: 3 to 5 years

• Continuity of care = learning experiences in home lang.

• Caregivers speaking their best language

• Reinforcing (or introducing) the language of the community

Planning for bilingual children doesn’t change the basics:

Provide for• Safety, health, and security• Supportive caregivers• Opportunities for experience and

interaction for children, staff, and parents

(It’s harder to prevent a child from learning than it is to help them learn!)

Language Planning

• There is no single, “right” way

1. Child & Caregivers Speak the Same Language

Child’s Language =

Caregiver’s = Language ≠

Community

LanguageUse the child’s and caregivers’

common language

Continuity between home and childcare setting

Caregivers speaking their own language

2. Child and Caregivers have different L1

Child’s Language

≠

Caregiver’s

Language =

Community

= LanguageUse the caregivers’ & community

language

Caregivers speaking their own language

Child has experience with community language

3. Caregivers speak community language as a second language

Child’s Language

≠

Caregiver’s

Language L1 ≠

Community

Language

Use the community language

Child has experience with community language

4. Mixed Languages

Child’s Language

=

Some Caregiver’s

Language (L1) ≠

Use the child’s language sometimes

Some Caregiver’s Language (L1) =

Community

Language

Use the community language sometimes

Continuity between home and childcare settingCaregivers speaking their own languageChild has experience with community language

Tubes--Bilingual comfort level

Ideal program plan for mixed groups

Every child has support in home language.

How much is enough?

Speech & language intervention model: minimum 30 min, 3 x week

Ideal program plan for mixed groups

How do we find the staff to provide the home language experiences?

We have too many languages!

Ideal program plan for mixed groups will need

Language volunteersparentscommunity

Bilingual staffMedia- (books, audio, video, labels)

The role of media in language development

• Motive and opportunity• Interaction provides

opportunity• Media contribute to

motivation (at this age)

What does every child need for language

development?

•Responsiveness•Warm, positive interactions•One on one attention and conversation•Listening•Integration with the group•Respect for background •(Praise doesn’t hurt.)

Some are better in L1, Others can be done in L2.

Main Take-home message for Language Strategies

•Listen• Build from the child• (Respond responsively)• Expand the child’s utterance• Recast, don’t correct• Repetition, repetition, repetition

42

Best PracticesMeaningful Language Interaction

Language is the Key: Talking and Playing & Talking and Books

– Follow the CAR

Follow the child’s lead

Comment and wait

Ask questions and wait

Respond by adding a little more and wait

El Idioma Es la Clave: Conversación y Juego Y Conversación y Libros

– Siguiendo el CARRO Seguir la guía del niño Comentar y esperar Averigüar (hacer preguntas) y esperar Responder, aumentando un poco más Repitir Otra vez en español (the home language)

Contact Lora Heulitt at the National Head Start Family Literacy Center for more information.

lora.heulitt@csuci.edu

Talking with children: the big picture

• Children need adult language modeling

• Children need lots of opportunities to practice talking

Requires a balance

Teacher-Child Proportion of Talk (words/minute)

0

20

40

60

80

100

120

140

160

T1 T2 T3 T4

Ave

rag

e W

ord

s

TeacherWords

ChildWords

Burns, 1992

T1 T2 T3T4

TeacherWords

ChildWords0

150

300

450

600

750

900

Av.

Word

s per

Hour

Child-Teacher Proportion of Talk(adult words x 10)

TeacherWords

ChildWords

Clearest message?

• Teachers 1 & 2: TALK LESS

• Teacher 4: TALK MORE

• Teacher 3: Tell us your secret!

The Secret: Children’s Personal Stories

• Children told more personal stories with Teacher #3

• With all teachers children used their most complex language when telling personal stories

Go online for great narrative clip

• http://www.youtube.com/watch?v=_s2-onN7d9s

Recognizing kinds of talk

• Personal stories• Expository talk (like a book)

– (Quizzing)

• Task accompaniment (self-talk)

• Management

Another language secret:

stop quizzing

Children did the least amount of talking with teachers who did the most amount of quizzing.

Quizzing is not warm, nurturing communication.

What do you hear?

• (clip from High Scope: block building)

How do you build these into your program—every

day?• Greeting time• Free play • Circle time (with routines to

put the child up front)• Small group—tubes/

pumpkins• MEALS and SNACKS

Language awareness is the key:

• Don’t let opportunities to respond slip away

• And create other opportunities to respond

Planning Support: Handout

• Taking a Language Inventory– Example Center’s Language Inventory

• Staffing for Language Development– Example Center’s Staffing Plan

• Staff Development for Language Development– Kinds of talk– Training Activities