Transcript Literacy in L2: It's not just 'good teaching'

Literacy in L2: It’s
not just ‘good
teaching’
Kathy Escamilla
[email protected]
University of Colorado, Boulder
Need for a New Mantra
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“Doing English better NOT faster.”
Background
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Historical disabling trajectory for ELL children
(Figueroa, 2004)
Partially attributed to monolingual literacy theories
applied to emerging bilingual children (Bernhardt,
2003; Grant & Wong, 2002; Valdés, 2003)
Exacerbated by high stakes tests developed for
monolingual English children (August & Hakuta,
1997; Menken, 2000)
The Need for a New Theory
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Berhardt, 2003; Grant & Wong, 2003; Halcón, 2001
Universalist view (L1 and L2 reading development are the
same)
North American/British/Australian literacy industry drives
education policy
Research on literacy teaching and development
predominately done by monolingual English speakers on
monolingual English children
Treatment of all ELLs as if they were the same
(English/Spanish; Farsi/English) (L1 is not irrelevant)
State of the Art
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There are few empirical studies of effective transition
curriculum & instruction (Gersten, 1996; Saunders et. al. 1998)
Transition frequently focuses on 3rd, 4th & 5th grades with no
consideration of what needs to happen in earlier grades to get
children ready (Saunders et. al. 1998)
Berman et. al. (1992) - Transition is a conundrum even in
exemplary programs.
Transition students frequently fossilize in their development in
English as their L1 atophies (Wong-Fillmore, 1993)
State of the Art
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Transition teachers have less formal training in ELL teaching
than ESL or bilingual teachers (Gersten, 1996)
Transition teachers need the MOST preparation (deAvila, 2000)
Transition teachers describe themselves as uncertain about
appropriate methods (Gersten, 1996)
Transitional classrooms are sites where ELLs report feeling
stressed (Pappanhiel, 2001)
Lessons Learned
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Lessons Learned
Transition as a point in
time (3 years)
Transition as a criteria
(rdg. Level, oral ESL)
L1 literacy - delayed L2
Inconsistent poorly
defined ESL
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Responses
Transition as a process that
begins in grade 1 - never
ends
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Literacy based ESL and oral
ESL beginning in Kdg.
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Structured oral ESL
More Lessons Learned
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Lesson Learned
Concurrent Translation
Identical L1/ L2
(duplication) a como árbol;
a like apple, acorn
Cessation of L1 literacy and
oral ESL upon transition
Strict separation of language
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Response
Creation of school wide
language policies
Scaffolded simultaneous
literacy acquisition
Continuation of L1 Spanish
literacy and oral ESL
Strategic use of language
(Spanish oral language dev.)
More State of the Art…
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Research base on child language development
based on monolingual theories
Research base on bilingualism based on
sequential bilinguals
Most children in U.S. are simultaneous
bilinguals
Simultaneous Bilingualism
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Young children ages 0-6 who are exposed to two languages are
considered simultaneous bilinguals
Situations - mother/father, home community, home/school
Underdeveloped research base on simultaneous bilinguals
Majority of two language children in head-start and K-12 are
simultaneous bilinguals
Simultaneous bilingualism is NEVER an even phenomenon
Myths about Simultaneous
Bilinguals
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Learning two languages simultaneously causes
cognitive and linguistic confusion (for example
code-switching)
Learning two languages simultaneously causes
children to be low in both languages
(semilinguals)
Code-switching
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The alternate use of two languages from
sentence to sentence or within a sentence.
(Encyclopedia of Bilingualism)
Code-switching Examples
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Este es red, ¿verdad teacher?
Kimberly está es eskipeando.
Guardé mi game boy en mi cubby.
Let’s go. Vámonos.
Code-switching Revisited
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Language learning happens in contexts - simultaneous
bilinguals may learn English in one context (school)
and Spanish in another (home)
Grammar overgeneralizations - Simultaneous
Bilinguals over generalize in both languages and
across languages
Some terms can’t be translated (e.g. enchiladas) simultaneous bilinguals know this
Added emphasis - done in both languages
Semilingualism in Action
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José knows 3 colors in Spanish and 3 in
English (same 3) - he is labeled ‘limited’ in L1
and L2
Bill knows 5 colors all in English. He is labeled
‘average.’
Who knows more?
Language Shift and Loss
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Language shift - A change from the use of one
language to another language within an
individual or a language community. Language
shift in young children usually means language
loss. (Encyclopedia of Bilingualism)
Language Shift in Action
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Studies of Puerto Rican 4-7 yr. olds - Chicago
4 year old Spanish monolinguals have gender agreement - el libro,
la rana, el agua, la mano
7 year old Spanish speakers in the study were losing gender
agreement
Masculinized articles (el maestra, el niña)
At age 4, children in the study were labeled “normally developing”
By the time they were 7, they were labeled “language delayed” in
Spanish
Language Loss Personified
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80% of students who enter school as ELLs will
lose their productive ability in their first
language by the time they enter high school
When you can no longer speak your language even if you can understand it - you have lost it
Language loss - the story of Ong
More Mythology
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Cognitive demands on young children are less
than on older children or adults causing us to
think they are ‘faster’ at learning language
Children mimic language giving the false
impression that they know more than they do
Two advantages of learning a second language
as a child - time and phonology
Second Language Children
Need Time to Process
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Processing in one’s L2 is slower than in one’s
native/stronger language
Processing time is frequently seen in children
as evidence that they are ‘slow’
Examples - Isiah and Susie
Language is Culture
Culture is Language
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Language is more than words, more than cognition, it is your
identity!
Language is the medium through which we socialize children
and is the medium through which culture is transmitted.
If we do not value children’s language(s), we are, in fact,
devaluing their families and their sense of self.
Essays on bilingualism and biculturalism - research is in
personal narratives - Anzáldua, Serros, Wong-Fillmore
Beyond ‘good teaching’
platitudes
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Read it to yourself, Read it out loud, Ask
yourself - “Does this make sense?”
Good strategy in L1 - Not in L2
Turn to a partner - talk about the story, - Good
Strategy L1 not L2 UNLESS
You use L1 strategically - what language did
you use to talk to you partner?
Read This…
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The handsome young prince walked in the
forest one bright summer day. She got tired
and stood under a tree to keep from getting
wet.
Comprehension: Prior Knowledge
vs. Cultural Schema
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Background knowledge:
Johnny jokes
Double meaning of the
word naval - branch of
the military; your belly
button
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Cultural Schema
Piercing your belly
button is not a taboo in
some cultures;
Children do not
challenge the authority
of their parents - there
are not battles
More Comprehension: What
does it mean to listen?
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20 Cambodian children
U.S. since birth
All English schooling
All met criteria for ‘FEP’
Listen means ‘be quiet,’ ‘don’t talk,’ ‘you get in
trouble if you don’t listen’
Not one child associated listening with a
cognitive process of helping you to learn.
How do we motivate?
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“Study hard, pass tests so that you can go to
college and not end up flipping burgers at
McDonalds.”
Motivating to some students, offensive to
others.
BUZZ
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Write down 1-2 points you learned so far that
you want to share with someone at your school.
Write down a question that you have or
something you want to know more about.