SECOND LANGUAGE DEVELOPMENT.   Term Paper ID:29157 Click to get this paper

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Paper Abstract: Reviews article on fostering second language development in young children. Problem of increased number of children with limited proficiency in English in U.S. schools. How best to teach these children English. Discusses principles and practices regarding the topic. Need for teachers to modify instructional styles to meet language needs of diverse students. Paper Introduction: Article Review "Fostering Second Language Development in Young Children: Principles and Practices" by McLaughlin (1995). The purpose of this study was to provide guidelines for teaching second languages with culturally sensitive instruction. The author provided a brief introduction regarding the problem of increased numbers of children with limited proficiency in English in U.S. schools, and the challenge that this poses to teachers with no training, in how to best assist these students with learning a second language. Eight principles and practices are listed which were derived from current research and conclusions regarding the topic; for this article they are applied to young children, but the same principles can be applied to older children as well. The principles are also provi Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. Therefore,since children learn best in a situation that is meaningful, teachers mustprovide texts with cultural relevance and a wealth of materials to overcomeprevious deprivation. A child maylook as if they understand what is said, but in fact, may not. Principle 5 is: Children come to learn second languages in manydifferent ways. Language is in the forefront but children need to be held inhigh esteem as expectations and high standards are met for all. (1995). Bilingualism leads to increased career opportunitiesand economic advantages and this asset needs to be protected, despite thechosen method of instructing English. Principle 6 is: Language is used to communicate meaning. The use of formulas or chunks,to teach children language often results in mistakes, which may be a signof progress. While it may be noticed that children learning asecond language may show a limited proficiency in both languages, this is adevelopmental stage reflecting a language imbalance, as the child adjuststo the predominate language. Principle 8 is: Children shouldbe encouraged to experiment with language. Principle 3 is: There are different culturalpatterns in language use. ReferenceMcLaughlin, B. Methods toassure understanding of meaning include: demonstrations, modeling, role-playing; information presented in familiar contexts; paraphrase; simplerather than complex structures; repeat patterns and routines; and useappropriate language-level questions to test for competence. Principle 4 is: For some bilingualchildren, code-switching is a normal language phenomenon. Mistakes are also a natural part of the process of learningand experimenting with language. The purpose of this study was toprovide guidelines for teaching second languages with culturally sensitiveinstruction. Principle 2 is: There is an ebb andflow to children's bilingualizm; it is rare for both languages to beperfectly balanced. Motivation and individual characteristics also affect learningstyle. Article Review "Fostering Second Language Development in Young Children: Principlesand Practices" by McLaughlin (1995). The principles are also provided for those limited inEnglish proficiency, but may be applied to native-English-speaking childrenlearning other languages. Teachers need to encourage social interactions amongchildren and provide a model of clear and coherent speech, with fullyexplained vocabulary, throughout the day. Four types of bilingualism include: simultaneous (equal exposureand both languages developed at the same time); receptive (high exposure toa second language without use, thus learning rapidly once in school); andrapid and slow successive with sequential learning of a second languageafter the first is established (those with more exposure prior to schooland opportunities for English use learn more rapidly than those with littleprior exposure and few opportunities for use). Culture patterns must be considered in theclassroom, since a child may understand more than they report, as theirculture may prohibit such expression. Children under the age of three tend to acquire a secondlanguage simultaneously, while successive acquisition is found in childrenover three. Eightprinciples and practices are listed which were derived from currentresearch and conclusions regarding the topic; for this article they areapplied to young children, but the same principles can be applied to olderchildren as well. Found online at: www.ncbe.gwu.edu The first principle is as follows: Bilingualism is an asset andshould be fostered. Therefore, as with a parent, thesemistakes need to be rephrased and expanded on, rather than simplycorrected. Fostering second language development in young children: Principles and practices" Educational Practice Report, 14, 1- 11. Principle 7is: Language flourishes best in a language-rich environment. The author concludes that the teacher must modify instructionalstyles to meet language needs of the growing population of diversestudents. Not only is it anormal practice, it provides a sophisticated linguistic device and shouldnot be discouraged by teachers maintaining a rigid rule of speaking. The author provided a brief introduction regarding the problem ofincreased numbers of children with limited proficiency in English in U.S.schools, and the challenge that this poses to teachers with no training, inhow to best assist these students with learning a second language. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.