Language Development, Including English Language Learners Patton O. Tabors, Graduate School of Education, Harvard University Patton O. Tabors has been a Research Associate at the Harvard Graduate School of Education since 1987. During that time, she has been involved in research related to language and literacy acquisition of both English-speaking and second-language-learning children. Tabors has been the research coordinator for the Home-School Study of Language and Literacy Development; the MDRC/Child Trends Embedded Observational Study of Other-Child Interaction; and the Harvard Language Diversity Project, a subproject of the New England Quality Research Center on Head Start. Tabors is the author of numerous articles on literacy and language development. Her book One Child, Two Languages: A Guide for Preschool Educators of Children Learning English as a Second Language was published in 1997. She is co-author, with David Dickinson, of Beginning Literacy with Language: Young Children Learning At Home and School. "Children need language to make sense of the world." — Patton O. Tabors Presentation Highlights This presentation focuses on bilingualism in language development. A bilingual child is a child who is exposed to two or more languages, no matter what their level of proficiency might be. The population of bilingual children in Head Start is increasing and is characterized by significant variability across programs and in terms of the language backgrounds of the children. Importance of Language Development Children need language to make sense of the world. Children need language to establish social relationships with others. Children need language as the basis for literacy. Types of Bilingualism During ages 0-3, children can exhibit the following types of bilingualism: Monolingualism Family and caretakers speak the same non-English language. The community also uses the same non-English language, although English is present as the societal language. There is strong development of the non-English language. Incipient bilingualism Family and caretakers speak the same non-English language. The community uses English. There is strong development of the non-English language; minimal development of English. Emergent bilingualism Family and caretakers speak English and another language. The community is bilingual. There is a range of development in the two languages. At-risk bilingualism Family and/or caretakers speak English and another language. The community uses English. There is a range of development in the two languages. Environment During the preschool years, ages 3-5, children may be exposed to any of the following environments, each of which will effect their language development differently. First language program Children and teachers share the same first language (non-English). The environment supports the development of a child’s first language and conceptual knowledge. The environment does not support learning English. Bilingual program Teachers are bilingual. Children are monolingual or bilingual. The environment may support first language development. The environment may support English learning. English language program This is the most common type of classroom. The environment may include children from a variety of first language backgrounds. The environment supports English language development. The environment may support first language development. Language Acquisition The developmental sequence children pass through in learning a new language includes: 1. Use of the home language in second language setting; 2. Nonverbal period; 3. Telegraphic and formulaic communication; and 4. Productive language use. Individual differences in second language acquisition can be attributed to: Age; Personality; Motivation; and Exposure. Strategies for developing effective programs for bilingual children in Head Start and Early Head Start Know the families served and their home language. Consider developing programmatic choices such as first language and bilingual classrooms. Provide opportunities for staff to learn about second language acquisition. Develop a plan about how language(s) are used in the classroom. Support families’ continued use of the home language. Develop strategies for bilingual children’s transition to kindergarten. Video of Presentation Presentation Highlights No Handout for This Presentation List of Language Development presenters/presentations Information on how to view videos and view/download handouts

HSRC Home | CDI Home | OHS Home | ACF Home | Site Map | Facilities | Help | Privacy | Email  (last modified: October 23, 2003)