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Compare and contrast similarities and differences between a student's first language and English

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Compare and contrast similarities and differences between a student's first language and English

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Looking for Strategies and Activities? Click Here!

What is language awareness?

Language awareness blends a) content about language, b) language skill, c) attitudinal education and d) metacognitive opportunities, which allow the student to reflect on the process of language acquisition, learning and language use. All four of these aspects of language awareness need to be integrated into the existing subject areas. A focus on language awareness is a key aspect of creating student-centered classrooms, and assists the teacher to present material accordingly to student readiness (Bilash and Tulasiewicz, 1995, p.49).

How do we build language awareness in the SL classroom?

Students can learn concepts in the SL through an examination of their own language's structure and use, either due to similarities or differences between them. For example, word order can be compared using visual cues so that students 'see' and 'hear' the differences. Word etymology (the roots of words) can also be used to see patterns in word formation and related meanings. For example, the way a learner's first language signals respect or formality/informality helps students recognize parallels between the languages and encourages the learner to 'question' or 'notice' how the languages are related.

Building language awareness also involves helping students gain a positive attitude toward the TL by developing the confidence to make an attempt or take a risk. By becoming conscious of strategies that can be used to learn the SL, students may become more active in and more responsible for their own learning. Learning more about language in general may help the student develop an appreciation for the TL. Another aspect of building language awareness involves integrating what has been learned in other classes to SL learning, or borrowing what was learned in the SL classroom and applying it to other courses.

How can students' language awareness be increased?

There are many activities that can be done as class to help students increase their own language awareness. Some of them include:

Open Discussion: Students are asked how many languages they speak and how well they speak each of them. This icebreaker can lead into a discussion about how many languages there are in the world. To further this discussion, the teacher can give the students a concrete example to think about and tell them about a place like the West African nation of Cameroon where, with a population of 16 million, over 235 languages are spoken. Like Canada, Cameroon's two official languages are English and French. This might lead students into a discussion in which they compare this situation to that found in their own country.

Synonyms and Expressions: This activity will ask students to look at the various meanings a word can have, depending on the context and culture in which the word is being used. Below is a very specific example, but this activity can be adapted for any language and based on what resources are available to the teacher.

Students are shown two cartoons. One shows a cowboy stranded in the desert beside his pick-up truck, the truck having a flat tire. The other shows a gentleman dressed in a suit inside the living room of his apartment. The text beneath both of them read "I'm mad about my flat". Students are asked to read the texts silently and then to read them aloud imitating the expression they imagined each would have. A discussion about synonyms for 'mad' and 'flat' may follow, as may identification of the locale of each of the men in the cartoons. The purpose of this example is to show how the meaning of the words 'mad' and 'flat' change whether they are used in a North American or British context.

Social Register: As an introduction to the notation of register or language formality/informality and awareness of audience, students are asked how they might respond is they bumped into

a younger child after recess

a peer who had tripped them on the soccer field during recess?

their teacher?

the school principal?

an elderly person?

Responses from students may range from crude to formal. Students are then made aware that responses to people vary according to how we view and value them. The conversation may then be directed toward how we might more appropriately talk with different people. Next, the teacher can present the following role-play to students (make a written copy of the dialogue visible on the chalkboard, whiteboard, overhead, etc.). The dialogue is of a ten year old speaking with her elderly uncle.

Where did you get that hat?

I acquired it from an acquaintance.

It must have been dear.

Yes, I believe it was rather expensive. . .

My friend saw a ghost the other day.

Really! I don't believe in apparitions.

It chased him up a tree.

How can one be pursued by an apparition?

I thought it was funny.

Yes, that's very drole.

At the conclusion students may be asked to identify similarities and differences in the way the two speakers speak. The formality of the elderly uncle should be contrasted with the informality of the youngster. The difference in dialects of the two speakers may also be noted. The teacher may also choose to note that 'drole' is also a French word. This opens the door to explaining the influence of Latin and Greek words on many languages.

Language Variation or Dialect: Using the Internet as a resource, the teacher can collect a variety of pronunciations by English speakers (e.g. Canadian, American, Irish, Scottish, Jamaican, etc.) and play them for the students. The purpose of this activity is for students to recognize and value different dialects and "accents". Using a world map to point out where these different speakers live, the students can explore the range of use of the English language around the world. NOTE: this activity can be adapted for any language; for example, in French class different dialects from France, Canada, the Caribbean and Africa can be used.

Word Origins: Students work in groups of three to five to match word cards with etymological root description cards.
Example: One card states BUNGALOW. The other card states: Hindi/Bengali. People from the British East India Company came to India in the seventeenth century to trade here. The one-storied houses they stayed in were called 'bangla' or 'bangalo' in Hindi or Bengali. NOTE: this activity can be done with any language; the etymology of words can be easily found using the Internet, among other sources.

This activity increases the students' awareness of the influence other languages have had on the target language and it broadens their knowledge about selected words. With the aid of a map or globe, a discussion may be initiated about how the words presented (and others) might enter the target language.

Learning to use context clues or global understanding: This can be done by reading a passage from a turn of the century novel.

Cognates: Cognates are words in 2 or more different languages that are similar in meaning and form (i.e. 'house' in English and 'haus' in German). Depending on the language being learned, students should be made aware of cognates that exist between the mother tongue and the second language (for example, French and English share over 11,000 cognates). Posters and ads, among other things, can be used to teach students about deceptive cognates (called 'faux amis' in French) and sociolinguistic influences on translation.

NOTE: Language awareness activities are intended to be integrated into other activities and used to help improve learning and understanding. They often overlap with other syllabi: cultural content (e.g. tu-vous), language (e.g. fem/masc ending patterns), and experiential-communicative (formats of discourse)

Language Awareness/Learning Awareness in a Communicative Approach: A key to learner independence
http://www.learningpaths.org/papers/paperawareness.htm

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Language awareness blends a) content about language, b) language skill, c) attitudinal education and d) metacognitive opportunities, which allow the student to reflect on the process of language acquisition, learning and language use. All four of these aspects of language awareness need to be integrated into the existing subject areas.

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Include resources and reading material in the student's first language so they feel included in the classroom

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Include resources and reading material in the student's first language so they feel included in the classroom

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Present videos in English with the subtitles of the 1st language of a student in the class

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Present videos in English with the subtitles of the 1st language of a student in the class

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Classrooms today are becoming increasingly diverse. Children from various cultural and linguistic backgrounds bring so much color and depth to the classroom. But a number of challenges can also emerge when working with students who speak different languages. How do you address the needs of multilingual learners when they are developing emergent literacy skills in not one, but sometimes two, or three languages? How could you use multiple languages to help language learners make sense of what they're reading?

One effective strategy is called translanguaging. Translanguaging bridges the languages spoken at home with the linguistic demands of schools. More specifically, it allows students to use words from two linguistic repertoires to communicate effectively. One manifestation of this might be a student who uses Spanish in one sentence and English in another, or one who blends the two languages together within a single sentence. Blending languages together is, after all, what people from naturally bilingual households do. Thus, allowing children to draw from these natural linguistic resources has the opportunity to engage students in the learning process as they wrestle with new knowledge.

So what does this look like in the classroom? This article highlights three critical considerations drawn from the " Translanguaging: Guide for Educators " published by the City University of New York. These recommendations, used in part or in whole, are sure to benefit our bilingual learners as they make them feel both valued and included.

1) Use Multilingual Texts

An essential component of translanguaging is that students from linguistically diverse backgrounds have access to multilingual texts. These texts could be stories that come in multiple translations, texts with both languages on the same page, or books that are written by authors from culturally diverse backgrounds. Research shows that using multilingual texts help build language learners' background knowledge, and simultaneously support home language literacy development. In addition, children feel more confident because these books validate their linguistic and cultural identity. Putting theory into practice, here are a few suggestions on how to use multilingual texts in your classroom.

Include multilingual texts in your classroom library (here are some resources)

Translate one of your students' favorite stories and read it aloud on a special day

Have students read books in multiple languages side-by-side

Have a group of students translate an English story that they love, and place it in the library for others to learn about that language

Supplement class content with readings in students' home languages about the same topic or theme, which can be read at home with parents

Make sure students have bilingual dictionaries (picture dictionaries help!) to enable problem-solving when they face linguistic challenges
2) Think About the Language Process
Break down the reading process for children. Take into account the linguistic demands of a reading task, and have students first read the text in their home language so they can become familiar with key vocabulary words and content. Then, ask students to read the passage in English at school to reinforce concepts and facilitate language transfer.

After reading, have students engage in conversations about the text, allowing them to speak in any language they choose. This allows students to share precisely about their favorite part of the story, about how the story relates to their own experience, or about what they would do differently if they were the main character. The purpose is for students to interact with and make meaning of the text. Finally, when students share ideas with the class, ask them to speak in English (telling them beforehand, of course!). Now that they have formulated their arguments, they will be able to focus on how to accurately express themselves in their second language.

3) Actively Promote Multilingualism

Allowing students to use the (often blended) languages that they speak at home in the classroom will, at first, feel strange to them. Shouldn't the language of school be English only? While many teachers do not discourage students from using their home language in class, they also do not explicitly encourage it. Make the classroom an environment that embraces multilingualism. Let students know that their languages are welcome, and that they are important for learning a second language. To cultivate this, use multilingual posters, books, signs and student work on the walls. React positively to students who ask for help in a different language. Allow students to translate for each other. Discuss with the class why being multilingual is an asset in today's society.

Here are a few questions you can ask the class to help get the conversation started:

Where do you hear people speaking different languages? Do you think it is useful to speak more than one language?

Do you know of any famous people who can speak more than one language? When do you think they use their languages? Why do you think being bilingual helps them?

In class, do you think it's ok for your classmates to use the language they speak at home? Why or why not?

Engaging children in conversations that question the power and privilege ascribed to particular languages stops them from defining themselves (and their languages) as second class, and shows them what is truly powerful and truly a privilege - being bilingual.

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Using Multiple Languages to Support Bilingual Learners

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Classrooms today are becoming increasingly diverse. Children from various cultural and linguistic backgrounds bring so much color and depth to the classroom. But a number of challenges can also emerge when working with students who speak different languages.

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Learn from your students! Learn a few words of their first language to be able to show them you too are making an effort to understand and communicate with them

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Learn from your students! Learn a few words of their first language to be able to show them you too are making an effort to understand and communicate with them

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Include pictures labelled with the 1st languages of students in the class, as well as the English word to allow students to make connections between pictures and language

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Include pictures labelled with the 1st languages of students in the class, as well as the English word to allow students to make connections between pictures and language

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Upcoming Workshops

Feb 20 |

This workshop is focused on helping faculty make their syllabi more globally inclusive.

Mar 19 |

Learn about strategies and resources that support effective academic writing, particularly for international and multilingual (I/M) students.

Apr 14 - Jun 6 |

This 8-week, fully online, asynchronous course is designed to enhance your digital course design and digital pedagogy skill set.

View all workshops

Register today!

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Teaching@UW is the tri-campus hub for learner-centered, reflective teaching practices at the University of Washington.

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https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2017/01/response_an_ell_students_home_language_is_an_asset_not_a_barrier.html

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Read the English text aloud, then allow students to work in small groups to discuss what they understood in their first language. *This strategy only works if there are multiple students with the same first language in the class 

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Read the English text aloud, then allow students to work in small groups to discuss what they understood in their first language. *This strategy only works if there are multiple students with the same first language in the class 

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Classrooms today are becoming increasingly diverse. Children from various cultural and linguistic backgrounds bring so much color and depth to the classroom. But a number of challenges can also emerge when working with students who speak different languages. How do you address the needs of multilingual learners when they are developing emergent literacy skills in not one, but sometimes two, or three languages? How could you use multiple languages to help language learners make sense of what they're reading?

One effective strategy is called translanguaging. Translanguaging bridges the languages spoken at home with the linguistic demands of schools. More specifically, it allows students to use words from two linguistic repertoires to communicate effectively. One manifestation of this might be a student who uses Spanish in one sentence and English in another, or one who blends the two languages together within a single sentence. Blending languages together is, after all, what people from naturally bilingual households do. Thus, allowing children to draw from these natural linguistic resources has the opportunity to engage students in the learning process as they wrestle with new knowledge.

So what does this look like in the classroom? This article highlights three critical considerations drawn from the " Translanguaging: Guide for Educators " published by the City University of New York. These recommendations, used in part or in whole, are sure to benefit our bilingual learners as they make them feel both valued and included.

1) Use Multilingual Texts

An essential component of translanguaging is that students from linguistically diverse backgrounds have access to multilingual texts. These texts could be stories that come in multiple translations, texts with both languages on the same page, or books that are written by authors from culturally diverse backgrounds. Research shows that using multilingual texts help build language learners' background knowledge, and simultaneously support home language literacy development. In addition, children feel more confident because these books validate their linguistic and cultural identity. Putting theory into practice, here are a few suggestions on how to use multilingual texts in your classroom.

Include multilingual texts in your classroom library (here are some resources)

Translate one of your students' favorite stories and read it aloud on a special day

Have students read books in multiple languages side-by-side

Have a group of students translate an English story that they love, and place it in the library for others to learn about that language

Supplement class content with readings in students' home languages about the same topic or theme, which can be read at home with parents

Make sure students have bilingual dictionaries (picture dictionaries help!) to enable problem-solving when they face linguistic challenges
2) Think About the Language Process
Break down the reading process for children. Take into account the linguistic demands of a reading task, and have students first read the text in their home language so they can become familiar with key vocabulary words and content. Then, ask students to read the passage in English at school to reinforce concepts and facilitate language transfer.

After reading, have students engage in conversations about the text, allowing them to speak in any language they choose. This allows students to share precisely about their favorite part of the story, about how the story relates to their own experience, or about what they would do differently if they were the main character. The purpose is for students to interact with and make meaning of the text. Finally, when students share ideas with the class, ask them to speak in English (telling them beforehand, of course!). Now that they have formulated their arguments, they will be able to focus on how to accurately express themselves in their second language.

3) Actively Promote Multilingualism

Allowing students to use the (often blended) languages that they speak at home in the classroom will, at first, feel strange to them. Shouldn't the language of school be English only? While many teachers do not discourage students from using their home language in class, they also do not explicitly encourage it. Make the classroom an environment that embraces multilingualism. Let students know that their languages are welcome, and that they are important for learning a second language. To cultivate this, use multilingual posters, books, signs and student work on the walls. React positively to students who ask for help in a different language. Allow students to translate for each other. Discuss with the class why being multilingual is an asset in today's society.

Here are a few questions you can ask the class to help get the conversation started:

Where do you hear people speaking different languages? Do you think it is useful to speak more than one language?

Do you know of any famous people who can speak more than one language? When do you think they use their languages? Why do you think being bilingual helps them?

In class, do you think it's ok for your classmates to use the language they speak at home? Why or why not?

Engaging children in conversations that question the power and privilege ascribed to particular languages stops them from defining themselves (and their languages) as second class, and shows them what is truly powerful and truly a privilege - being bilingual.

# data[].attributes.attachment_link.title
Using Multiple Languages to Support Bilingual Learners

# data[].attributes.attachment_link.description
Classrooms today are becoming increasingly diverse. Children from various cultural and linguistic backgrounds bring so much color and depth to the classroom. But a number of challenges can also emerge when working with students who speak different languages.

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Use signs in the classroom in many languages 

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Use signs in the classroom in many languages 

# data[].attributes.headline
Give students time to prepare their answers to question in their first language, then translate to English so they can participate and learn effectively

# data[].attributes.subject
Give students time to prepare their answers to question in their first language, then translate to English so they can participate and learn effectively

# data[].attributes.attachment_link.readable_text
Upcoming Workshops

Feb 20 |

This workshop is focused on helping faculty make their syllabi more globally inclusive.

Mar 19 |

Learn about strategies and resources that support effective academic writing, particularly for international and multilingual (I/M) students.

Apr 14 - Jun 6 |

This 8-week, fully online, asynchronous course is designed to enhance your digital course design and digital pedagogy skill set.

View all workshops

Register today!

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Teaching@UW is the tri-campus hub for learner-centered, reflective teaching practices at the University of Washington.

# data[].attributes.headline
Play music from a wide variety of cultures and languages in your classroom 

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Play music from a wide variety of cultures and languages in your classroom 

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Anyone can learn a new language. Some people find it easier than others, but all of us can do it. Learn more about becoming bilingual.

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Encourage students to write one sentence / paragraph in English and another in their first language. 

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Encourage students to write one sentence / paragraph in English and another in their first language. 

# data[].attributes.attachment_link.readable_text
Classrooms today are becoming increasingly diverse. Children from various cultural and linguistic backgrounds bring so much color and depth to the classroom. But a number of challenges can also emerge when working with students who speak different languages. How do you address the needs of multilingual learners when they are developing emergent literacy skills in not one, but sometimes two, or three languages? How could you use multiple languages to help language learners make sense of what they're reading?

One effective strategy is called translanguaging. Translanguaging bridges the languages spoken at home with the linguistic demands of schools. More specifically, it allows students to use words from two linguistic repertoires to communicate effectively. One manifestation of this might be a student who uses Spanish in one sentence and English in another, or one who blends the two languages together within a single sentence. Blending languages together is, after all, what people from naturally bilingual households do. Thus, allowing children to draw from these natural linguistic resources has the opportunity to engage students in the learning process as they wrestle with new knowledge.

So what does this look like in the classroom? This article highlights three critical considerations drawn from the " Translanguaging: Guide for Educators " published by the City University of New York. These recommendations, used in part or in whole, are sure to benefit our bilingual learners as they make them feel both valued and included.

1) Use Multilingual Texts

An essential component of translanguaging is that students from linguistically diverse backgrounds have access to multilingual texts. These texts could be stories that come in multiple translations, texts with both languages on the same page, or books that are written by authors from culturally diverse backgrounds. Research shows that using multilingual texts help build language learners' background knowledge, and simultaneously support home language literacy development. In addition, children feel more confident because these books validate their linguistic and cultural identity. Putting theory into practice, here are a few suggestions on how to use multilingual texts in your classroom.

Include multilingual texts in your classroom library (here are some resources)

Translate one of your students' favorite stories and read it aloud on a special day

Have students read books in multiple languages side-by-side

Have a group of students translate an English story that they love, and place it in the library for others to learn about that language

Supplement class content with readings in students' home languages about the same topic or theme, which can be read at home with parents

Make sure students have bilingual dictionaries (picture dictionaries help!) to enable problem-solving when they face linguistic challenges
2) Think About the Language Process
Break down the reading process for children. Take into account the linguistic demands of a reading task, and have students first read the text in their home language so they can become familiar with key vocabulary words and content. Then, ask students to read the passage in English at school to reinforce concepts and facilitate language transfer.

After reading, have students engage in conversations about the text, allowing them to speak in any language they choose. This allows students to share precisely about their favorite part of the story, about how the story relates to their own experience, or about what they would do differently if they were the main character. The purpose is for students to interact with and make meaning of the text. Finally, when students share ideas with the class, ask them to speak in English (telling them beforehand, of course!). Now that they have formulated their arguments, they will be able to focus on how to accurately express themselves in their second language.

3) Actively Promote Multilingualism

Allowing students to use the (often blended) languages that they speak at home in the classroom will, at first, feel strange to them. Shouldn't the language of school be English only? While many teachers do not discourage students from using their home language in class, they also do not explicitly encourage it. Make the classroom an environment that embraces multilingualism. Let students know that their languages are welcome, and that they are important for learning a second language. To cultivate this, use multilingual posters, books, signs and student work on the walls. React positively to students who ask for help in a different language. Allow students to translate for each other. Discuss with the class why being multilingual is an asset in today's society.

Here are a few questions you can ask the class to help get the conversation started:

Where do you hear people speaking different languages? Do you think it is useful to speak more than one language?

Do you know of any famous people who can speak more than one language? When do you think they use their languages? Why do you think being bilingual helps them?

In class, do you think it's ok for your classmates to use the language they speak at home? Why or why not?

Engaging children in conversations that question the power and privilege ascribed to particular languages stops them from defining themselves (and their languages) as second class, and shows them what is truly powerful and truly a privilege - being bilingual.

# data[].attributes.attachment_link.title
Using Multiple Languages to Support Bilingual Learners

# data[].attributes.attachment_link.description
Classrooms today are becoming increasingly diverse. Children from various cultural and linguistic backgrounds bring so much color and depth to the classroom. But a number of challenges can also emerge when working with students who speak different languages.