ED212: Understanding Differences (Chapter 4) by

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Slide Notes

In this chapter we will review the preschool years and the following topics will be discussed:
A. A Multicultural Society
B. Establishing Positive Relationships with Children and Families
1. Respecting differences
C. Standard English
1. Dialects
a. Regional and geographic
b. Social and ethnic
2. African-American English (Black English)
3. Working with dialect-speakers
a. The teacher’s role
D. English-Language Learners
1. Characteristics and difficulties
2. Bilingualism – a setback or an advantage?
3. Planning instructional programs
a. Techniques and strategies
4. Expected child behaviors and progress
E. Cultural Diversity
1. Family traditions, practices, aspirations, beliefs, values
2. Promoting acceptance
3. Cultural awareness in the classroom
4. School-family partnership
F. Program Types For Second Language Learners
1. Bilingual
2. Transitional
3. Newcomer programs
4. Developmental
5. Two-way immersion
6. Tutor-assisted
7. Full immersion
G. Special Needs Children
1. Speech-language disabilities
a. language delay
b. hearing difficulties
c. stressful homes
2. Expressive and receptive difficulties
a. articulation
b. voice quality difference
c. stuttering
d. selective mutism
3. Other language conditions
a. excessive crying
b. avid talkers and shouter
c. questioners
d. learning difficulties
e. hearing loss behaviors
f. Otitis Media
4. Teacher Plans
5. Language-Advanced Children

ED212: Understanding Differences (Chapter 4)

Published on Jun 02, 2019

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PRESENTATION OUTLINE

Understanding Differences

ED212 Chapter 4 Lecture

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The Multicultural Classroom

In a multicultural classroom the following is true:
 Ethnic and cultural diversity observed
 Children of diverse backgrounds are present
Currently the American classroom is changing as there is increased enrollment of Spanish-speaking children. This trend is expected to increase and there is an emphasis on closing achievement gaps as well.

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Early Intervention

Early intervention provides children with learning opportunities early. It offers literacy programs for all children including in the following areas:
• Expand language development
• Pre-reading skills
• Language development

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Approaches

Child-focused and child-sensitive approaches creates an appropriate environment to learn where the following occurs:
• There is respect all children
• The environment builds trust and comfort level of children
• Children can express themselves freely
• Teachers play a vital role in implementation

Standard English

Standard English is
 Uniform formal and informal speech and writing of educated people
 The language of most people in the U.S.
 Used in elementary schools and textbooks
 Widely recognized as acceptable wherever English is spoken and understood

Non-Standard English

When we refer to non-standard English we are often referring to the different dialects that are used by children. Dialect is a variety of spoken language unique to a geographical area or social group such as
 Black English is a dialect having its own rules and patterns.
 Ebonics is used when not conjugating the verbs “to be” and by dropping some final consonants from words.
 What other types of dialects exists in schools today?

The Teacher’s Roles

The teacher’s role is to remember the following:
• The understanding and acceptance of dialectic differences is essential
• To build knowledge and strategies to assist your work with students
• Competence not tied to a particular language, dialect, or culture
• Handle misunderstanding among cultures with care
• Model standard English
• Promote daily conversation to build language skills
• Be patient
• Conduct many classroom observations
• Build each child’s language competence
Teachers should avoid
• Making harsh corrections
• Allowing teasing about dialects
• Interrupting children trying to express ideas
• Putting children in stressful situations

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Second-Language Learners

In 2001, there were over 4 million English language learners in US K-12 schools.
By 2025, more than half of school-aged children in the US are expected to be members of “minority” groups (not of European-American origin)
Second-Language learners can be Bilingual learners who have the following traits:
• A language background other than English
• Develop proficiency in primary language
• Develop a degree of proficiency in English
Children may possess different degrees of proficiency in two or more languages.

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Early Childhood Center’s Curricula

Early Childhood Center curriculum should provide:
• Many opportunities for speaking and listening
• Scaffolding
• Encouragement to build new knowledge
• Promote children’s biculturalism to help build family connection
• Encourage the use of books

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Successful Methods for Teaching

 Many techniques will help include doing the following:
• Emphasizing key words in a sentence
• Helping children to learn how to correctly pronounce the child’s name
• Helping the child realize he is unique and special, exactly “as is”
• Sharing
• Link up English-speaking “partners” in noncompetitive games

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Approaches That Encourage

ELL Development

Here are three approaches that encourage ELL Development:
 Combine extensive and varied exposure to meaningful print
 Use explicit and systematic instruction in phonemic awareness
 Use explicit and systematic instruction in letter-sound correspondence

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Cultural Differences

 Cultural differences will influence a child’s interaction.
 Multicultural education is essential.
• Prepares children for a diverse society
• Promotes communication despite differences
 Promote acceptance.
• Provide cultural awareness activities
• Utilize families as partners

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Effective Practices

of Early Childhood Educators

Effective practices of early childhood educators include
 Try to understand family traditions
 Seek to find common ground
 Believe that each child is welcome and precious
 Avoid making value judgments

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English as a Second Language

Programs

Types of English as a Second Language programs include the following
 Bilingual
 Transitional bilingual program
 Newcomer
 Developmental
 Two-way immersion
 Tutor-assisted
 Assessment necessary component

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Special Needs

There are two main categories for communication disorders: Hearing and speech and language disorders.
• A Hearing disorder which is the inability to hear sounds clearly
• A Speech and language disorder which impacts the way people talk and understand. It also includes simple sound substitutions or the inability to use speech and language.

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Speech and Language Disorders

When looking at speech and language disorders we need to look at language delays and expressive and receptive language difficulties.
Possible causes of language delays include: neurological, physical, hearing-related, resistance to learn Standard English as a second language. This also includes the cloistered child and the overstressed child.

Expressive and receptive language difficulties include issues with articulation, voice disorders, stuttering and cluttering, selective (elective) mutism.
Other conditions we should consider when diagnosing speech and language disorders are the following:
 Frequent crying
 Avid talkers and shouters
 Questioners
 Learning disabilities

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Hearing

 One out of every 300 children is born with permanent hearing loss.
 Undetected hearing loss can result in language delay and language deficits
 Teachers must look for signs of hearing loss.
• Distractibility
• Inappropriate responses to questions
• Complaints about ears

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18.

References

Machado, J. M. (2016). Early Childhood Experiences in Language Arts, 11th Edition, Cengage. ISBN: 9781305088931

Cherie Crosby

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Slide Notes