Language Development

Primary Language Acquisition

Quality interactions at early stages are critical to later development of oral communication skills, cognition, and overall literacy acquisition
(Pressley & Allington, 2015)

Importance of Quality Interactions

• Soviet theorist Vygotsky held that speech supports thought (1962) and that social interactions are a critical component of speech development (1978)
• The ability to communicate effectively through speech is an indicator of future success in reading and writing (Pressley & Allington, 2015))

Importance of Quality Interactions, continued

• Parent-child oral interactions increase abilities to organize and understand previous experiences, thus building prior knowledge which supports reading comprehension (Pressley & Allington, 2015)
• Rich, frequent verbal interactions are related to vocabulary growth (Schwartz & Terrell, 1983)

Key Early Factors

• Rich engagement with parents, siblings, other family, and friends
• Access to literacy materials such as books, letter blocks & writing materials
• Supportive environment with a high regard for literacy
• (Pressley & Allington, 2015)

Secondary Language Acquisition

The number of students in public schools who speak English as a second language has dramatically increased in recent decades. Typically, they are learning a second language at the same time as new academic content
(Lucas, et al, 2010)

Considerations

• English Language Learners (ELLs) with strong native language skills are more likely to achieve parity with native-English speaking peers than those with weak skills in their native language (Thomas & Collier, 2002)
• Knowledge & skills gained in their native language will carry over to their second language (Cummins, 2000)

Considerations, continued

• Conversational language proficiency develops through first-person interactions, originating from personal and shared experiences, much like the early acquisition of a primary language
• This usually develops within 2 years
• (Lucas, eat al, 2008)

Considerations, continued

• Academic language proficiency is specific to a particular subject or setting and is necessary to discuss theories, points of view, draw conclusions, etc.
• This proficiency takes 5-7 years to develop
• (Lucas, eat al, 2008)

Linguistically Responsive Pedagogy

Given the growing diversity in U.S. classrooms, teachers must anticipate having a combination of native-English learner and ELLs in their classes. Lessons should be designed with both in mind, with an understanding of the similarities and differences.

For both native-English speakers & ELLs, academic lessons should be just beyond their current level of proficiency for growth in all areas (Krashen, 1982)

Practices

• Identify language demands in academic tasks
• Scaffold learning, considering ELLs linguistic backgrounds and abilities
• Provide clear & explicit instructions
• Incorporate academic tasks which offer opportunities to interact with peers

Practices, continued

• Encourage use of native language
• Supplement & modify written text and oral language as neccessry
• Create a positive, nurturing environment to minimize potential for anxiety
• (Lucas, et al, 2010)

In simple summary, an effective linguistically responsive teacher will design rich, challenging lessons that promote acquisition of both language & academic knowledge while addressing the strengths & challenges of ELLs and native-English speakers alike

Untitled Slide