Supporting Second-Language Learners

Questions and Answers

What is culture?

According to Barbara Bowman (1990), "Culture forms a prism through which members of a group see the world and create shared meanings.And a group’s culture is reflected by the group’s language.

The Child Welfare League of America offers the following definition: "The thoughts, ideas, behavior patterns, customs, beliefs, values, skills, arts, religions, and prejudices of a particular people at a given point in time."

Carlos Ovando said, "So culture shapes the way we think, the way we feel, the way we dream, the way we relate to each other."

How does culture affect a child's language and literacy developmet?

How children learn and communicate is rooted in their culture. From birth, children use their home language to create and keep meaningful relationships with their loved ones, and, as they grow and develop, make sense of the world. Families and communities use both culture and language to pass on traditions, values, and attitudes.

Cultural beliefs and practices related to language and literacy may be similar to or different from classroom expectations and routines. For example, in some cultures, lively conversations are a part of every family meal. As children eat, listen, and talk with their families, they gain strong vocabularies, ask and answer questions, think about concepts such as past and future, and practice telling stories. On the other hand, in some cultures books are viewed as treasured possessions to be kept out of children’s reach. A child from such a culture might have few opportunities to look at books alone, and therefore little knowledge of print concepts.

Lynn Okagaki said, "Language and culture are inextricably wound together, intertwined in a way that makes it really important that when people are thinking about children acquiring a second language, they are also thinking about children acquiring a second culture."

Why is it important for second-language learners to retain their home language skills?

A child’s home language supports development and learning and ensures lifelong connections to family and culture. Children gain a sense of identity and learn how to relate to others. Through the home language, parents pass on the beliefs and values that influence and guide their children. If children lose the ability to understand and use their home language, family relationships and communications can suffer.

In addition, children acquire literacy skills and concepts as they listen to stories, sing songs, look at books, and engage in other activities in their home language. They use what they already know about words and print to learn the second language.

Listening to adult discussions and taking part in family conversations conducted in their home language, allows children to build their vocabularies. If children lose their home language skills they may also lose opportunities to stretch their thinking skills to make sense of the complex and abstract ideas expressed by adult family members.

"If a child doesn't continue to develop his or her vocabulary beyond what they may have learned by the time they're 5 years old and entering school or 6 years old, think about what happens to that child when the child's an adolescent and then wants to communicate much more complex, abstract ideas and feelings to their grandparents. They can’t do it because they have the language skills of a 5 or 6 year old," said Lynn Okagaki. "It's also important because it's a global economy that we have now, knowing a second language, being fluid as an adult speaker of a language other than English provides the individual with job opportunities.

What is cultural competence?

According to the Child Welfare League of America, cultural competence is: "The ability of individuals and systems to respond respectfully and effectively to people of all cultures, classes, races, ethnic backgrounds, and religions in a manner that recognizes, affirms, and values the worth of individuals, families, and communities and protects and preserves the dignity of each."

Second-language learners are most successful when educators involve families in meaningful, culturally competent ways.

According to Patton Tabors, "If we simply ask children to cross that barrier between one culture and the other and don’t try and also cross back ourselves to look at what could be going on in the home context, we’re not helping the children make that trip across the border from one culture to the other."

A child’s home language supports development and learning and ensures lifelong connections to family and culture. Children gain a sense of identity and learn how to relate to others. Through the home language, parents pass on the beliefs and values that influence and guide their children. If children lose the ability to understand and use their home language, family relationships and communications can suffer.

In addition, children acquire literacy skills and concepts as they listen to stories, sing songs, look at books, and engage in other activities in their home language. They use what they already know about words and print to learn the second language.

Listening to adult discussions and taking part in family conversations conducted in their home language, allows children to build their vocabularies. If children lose their home language skills they may also lose opportunities to stretch their thinking skills to make sense of the complex and abstract ideas expressed by adult family members.

"If a child doesn't continue to develop his or her vocabulary beyond what they may have learned by the time they're 5 years old and entering school or 6 years old, think about what happens to that child when the child's an adolescent and then wants to communicate much more complex, abstract ideas and feelings to their grandparents. They can’t do it because they have the language skills of a 5 or 6 year old," said Lynn Okagaki. "It's also important because it's a global economy that we have now, knowing a second language, being fluid as an adult speaker of a language other than English provides the individual with job opportunities.

How can educators learn about the cultures of children who attend a program or school?

Culturally competent educators learn about the cultures of the children with whom they work so they can better support each child and involve each family.

To accomplish this goal, they can:

Visit children’s homes and communities to observe children in different settings and to talk with adults. Discuss cultural beliefs, values, traditions, and goals for children. Ask about the child-rearing roles of parents and other family members. Share personal experiences, beliefs, and values and listen when families talk about theirs. Look for similarities and acknowledge and respect differences Recognize members of a culture are individuals with varied home languages, religious affiliations, countries of origin, neighborhoods, and length of time living in the United States (Santos and Reese, 1999).

"Teachers who want to provide a facilitating environment for children who don’t come from mainstream cultures need to, first of all, understand the culture that the children come from," said Barbara Bowman. "It means they need to study themselves. They need to go out and find informants in that community."

 

How can educators get to know individual families?

It’s important for educators to get to know each family and support their involvement in their child’s learning.

Here are a few ways how:

Ask families to share their language and culture.
Through stories, songs, drawings, and experiences.
Provide frequent updates on children’s progress. Share frequent, concrete examples of children’s second-language learning at home and at the program/school.
Use simple, clear language in communications.
If possible, have newsletters, notes, and notices on bulletin boards translated into families’ home language(s). Encourage families to continue using their home language. Explain how and why home language use supports children—now and in the future. Share tips for encouraging language and literacy development. Families can read aloud, go to the library, ask questions that build thinking skills, share family stories, and provide materials, time, and space for scribbling, drawing, and writing. Offer a variety and range of family involvement opportunities. Cultures have varied views about the appropriate roles of families versus educators. Creating multiple options for involvement allows families to select the ones that fit with their beliefs.

How can educators help second-language learners understand spoken language?

When talking with a second-language learner, consider the child’s skill level. If spoken language is too far above a child’s comprehension, he or she will tune it out. Keep messages simple and clear and talk about things and events in the present.

Try these strategies for helping a child understand spoken language:

Speak slowly and clearly; take longer pauses at natural breaks. Use high frequency words and limit the use of idioms and slang. Combine speech and non-verbal cues—use gestures, pictures, and objects. Repeat key words. Emphasize the most important words—increase volume, exaggerate intonation, and use body language and movements.

"Some of the techniques that I've seen very effective teachers use are making sure that you always talk about what's right in front of us, that we keep the conversation very concrete, very aimed at the here and now; that we do something I would call doubling the message, which means if you want a child to sit down in a chair, you not only say, please come and sit here, but you hold the chair out for the child at the same time," said Patton Tabors.

How can educators help second-language learners gain social acceptance?

Children who are learning a second language need to be accepted by others in the class so they will have opportunities to play and learn. However, to be socially accepted by others in the class, children have to be able to understand and speak the second language (Tabors, 1998). Educators can help children gain social acceptance, thereby setting the stage for second-language learning.

Suggestions:

Learn the correct pronunciation for a child’s first and last names. Children feel reassured when they hear their names pronounced correctly. It’s also helpful to learn a few useful and meaningful words in children’s home languages. This tells children their home language is valuable Group children so they can build social and cognitive skills. Two or more children with the same or similar home languages can talk while playing or completing a project. Pair a second-language learner with an outgoing child who speaks the dominant language (usually English), so they can communicate and learn together. Follow a consistent daily routine so children master the flow of the day. When children know the order and timing of daily events, they tend to feel more relaxed and ready to learn. Include activities that don’t rely on language skills. Second-language learners can put together puzzles, build with blocks, draw and paint, play ball games, and listen to music without feeling pressured to communicate.

 

What teaching strategies support second-language learners?

Many of the strategies for encouraging language and literacy development can be tailored and enhanced to support second-language learners. Educators should use a variety of techniques that fit the child and situation.

Strategies:

Create a literacy-rich environment.
Include children’s home languages in print, such as labels, signs, charts, bulletin boards, books, and songs books. Read aloud often.
Read predictable books and the same books again and again. This allows all children to memorize and join in with the repetitive words and phrases. Provide real opportunities to listen, talk, read, and write.
Children can use language to communicate, solve problems, get information, and so on. Encourage children as they experiment with the second language.
Accept all attempts at using language without pointing out mistakes. Instead, respond by rephrasing or expanding on what a child said. Plan games and activities that invite children to use language.
They can retell a story using puppets, sing songs, listen to books on tape, or write and share poems.

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