EDF3030-Assignment 2 by Anushka Abeysinghe https://padlet.com/asabe3/7e7q7kfjlod8 Report on a child learning English as a second langauge. en-us 2018-05-09 10:33:26 UTC 2018-05-21 05:13:52 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png Case Study asabe3 https://padlet.com/asabe3/7e7q7kfjlod8/wish/259215712 Melanie is a 3 year old Sri Lankan girl attending childcare for the last 6 months. Her parents are working full time to manage their bills and other expenses which means that Melanie is at child care for 5 days, and is been looked after by a close family friend on every second weekend. When she began she had little to no understanding of the English language, however she is speaking Sinhalese at home and with her family. Her parents want her to learn the English language as well as uphold her ability to speak Sinhalese. Since she has attended the childcare centre, Melanie has been able to pick up English words by hearing, talking and learning with her friends and teachers. Her parents are concerned that she is not speaking her language at home. They have spoken to the educators in the room and asked what they can do to uphold the language with their daughter. The educators suggested that the parents continue on to speak to her in their own language at home and out of childcare and have provided different strategies to complete. ]]> 2018-05-09 10:36:08 UTC https://padlet.com/asabe3/7e7q7kfjlod8/wish/259215712 What is expected of the child at this age? asabe3 https://padlet.com/asabe3/7e7q7kfjlod8/wish/259215969 There are many cognitive benefits for young children who are simultaneously exposed to more than one language. For example, they have greater neural activity and denser tissue in the areas of the brain related to memory, attention, and language than monolingual learners. These indicators are associated with long-term positive cognitive outcomes for children (Bialystok 2001, Mechelli et al., 2004; Kovelman, Baker, & Petitto, 2006). Research strongly supports the benefits of bilingualism in language, literacy, social, and cognitive development. For example, bilingual children have performed better than monolingual speakers on measures of analytical ability, concept formation, cognitive flexibility, and metalinguistic skills]]> 2018-05-09 10:37:09 UTC https://padlet.com/asabe3/7e7q7kfjlod8/wish/259215969 What does literature say? asabe3 https://padlet.com/asabe3/7e7q7kfjlod8/wish/259216176 Use these to support my case study in teaching and helping the child maintain their home language as well as recognising the english language. (3 lits)

- Enhancing Practice with Infants and Toddlers from Diverse Language and Cultural Backgrounds


-  Many Languages, One Teacher: Supporting Language and Literacy Development for Preschool Dual Language Learners

- Engaging Prekindergarten Dual Language Learners in Projects
]]> 2018-05-09 10:37:49 UTC https://padlet.com/asabe3/7e7q7kfjlod8/wish/259216176 How can we support the child to keep developing their native language and home language asabe3 https://padlet.com/asabe3/7e7q7kfjlod8/wish/259216228
  • Ensure that the environments in which you introduce languages to children are nurturing—whether it is a school, early childhood program, or home (Tabors, 2008).
  • Choose an education program that is accepting and supportive of dual language learning.
  • If your child is learning a second language sequentially, select a program that allows children to continue to learn academic concepts in their native language as they gradually learn the second or new language (Copple & Bredekamp, 2008).
  • Volunteer your time and/or skills in your child’s classroom. This would allow dual language learners the opportunity to communicate in their home language during the day.
  • Teach vocabulary or nursery rhymes in your native language to the class or teachers, extending opportunities to practice a second language to all children (Espinosa, 2008).
  • Be prepared for the possibility that your children will express disinterest in their native language. Support your children’s interest in maintaining their native language by talking to them about the importance of dual language development.
  • Create fun family-oriented activities that will provide opportunities to converse in the home language, such as reading books, singing songs, or playing games together.
  • Bring children to activities in which the demand to speak the home language is high, such as in extended family or community gatherings (Tabors, 2008).

    • ]]>     2018-05-09 10:38:00 UTC https://padlet.com/asabe3/7e7q7kfjlod8/wish/259216228     Approach asabe3 https://padlet.com/asabe3/7e7q7kfjlod8/wish/259218291 - EYLF 
    • AusVELS
    • what the frameworks and curriculum say about a child learning english as a second language 
    • how does this make the child feel- their emotional needs and positive learning developmental experiences 
    • Victorian Early Years Framework 
    • addressing the social and physical environment of all the children in your classroom


    ]]>     2018-05-09 10:47:26 UTC https://padlet.com/asabe3/7e7q7kfjlod8/wish/259218291     References asabe3 https://padlet.com/asabe3/7e7q7kfjlod8/wish/259223062

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