Transcript The PITC Approach to English Language Learning for Infants

The PITC Approach to English
Language Learning for Infants
and Toddlers
Consuelo Espinosa, Alice Nakahata,
Rebeca Valdivia
NAEYC Annual Conference
November 2004, Anaheim, CA
Developed by Consuelo Espinosa, Alice Nakahata, and Rebeca Valdivia. © 2004. WestEd, The Program for Infant/Toddler Caregivers.
This document may be reproduced for educational purposes.
Importance of Supporting Bilingual
Language Development
• In line with PITC
essential policy of
continuity between
home and care setting
• Critical to healthy
identity formation in
I/T years: who I am,
what I think is
important, what I am
able to do
• Rooted in early
relationships of
infancy from those
caring for you; out of
this relationship which
we call attachment
comes awareness of
emotions
“For someone to hand you their
child, to put their child in your
care, is probably one of the biggest
acts of trust imaginable”
Lily Wong Fillmore
Importance of Supporting Bilingual
Language Development
• Identity formation
develops in a context
of culture: the unique
values, beliefs,
patterns of behavior of
a family
• Home language as a
communication tool of
each culture is vital
part of that formation
• Continuity in familiar
sounds, recognizing
words, being
understood
• As child grows,
language is essential to
forming sense of
group identity, pride in
one’s roots
Importance of Supporting Bilingual
Language Development
• Awareness of
differences develops
in early years.
• Support and use of
home language in
ECE setting validates
that language as
essential and powerful
for communication
• We can ensure
communication among
family members and
across generations
within a family
“The reference points for subtle
emotional meanings are always
stronger in one’s basic
language.”
(Brazelton, T. & Greenspan, S. The Irreducible Needs
of Children, p. 161)
Definition
Second language acquisition is the process
that a child goes through in learning more
than one language. Also known as bilingual
language development
and dual language
acquisition.
Simultaneous language
acquisition
• Simultaneous language acquisition refers to the
process of learning two (or more) languages
within the same span of time; Also known as
simultaneous bilingualism.
• Many children who are exposed to more than one
language prior to age 5, and eventually master
each language, are said to have bilingualism as
their first language.
Successive second language
acquisition
• Successive second language acquisition
refers to the process of learning a second
language after having reached at least basic
mastery in the first language; also known as
sequential second language acquisition and
successive/sequential bilingualism.
One program’s model
• Cabrillo College
Children’s Center
• A PITC
Demonstration Site
• Program represents a
range of family,
cultural, linguistic,
ethnic, economic, and
ability diversity
Why Cabrillo Supports Home
Language Development?
• Research has shown that children taught in
their primary/home language can transfer
these language skills and knowledge into a
second language.
• Staff believes in importance of learning
English in order to succeed in school and
life in U.S.
Why Cabrillo Supports Home
Language Development? (2)
• Program and community values the gift of
knowing more than one language.
• Since Spanish is the predominant language
in the community, program chooses to
function as bilingual program whenever
possible
Classroom Practices
• Each classroom
develops ageappropriate ways to
use Eng/Span.
throughout the
curriculum
Classroom Practices (2)
• Teacher teams have at least one bilingual
teacher
• Bilingual interns work in I/T classes
• Bilingual student teachers in older T and
preschool classes
• Primary care assignments based on
child/family home language
Classroom Practices (3)
• Daily routines done in child’s primary
language
• Songs done in English and Spanish
• Use of Spanish to communicate amongst
teachers is encouraged to emphasize
respect, value, and acknowledge the
importance of home language
Classroom Practices
• Materials, displays are
in both languages
• Photos of families at
child’s eye level
• 2 yr. old class has
family sharing shelf
Teacher Support
• Labeling (often done by families) around
classroom is done in many languages to support
monolingual staff as well as children
• Each classroom meets daily for 1/2 hour to review
day & plan
• Also meet weekly for 2 hours to give more
attention to curriculum planning; staff supported
to speak in primary language
Teacher Support (2)
• Parent/family meeting once a month
• Bilingual support meetings quarterly with all
Children Center staff and ECE faculty to discuss
strategies, support, share resources, etc.
• A comprehensive set of courses that supports the
program’s philosophy available through the
college
Activity
Ways to support language
learning and healthy identity
development