Supporting Language Development Including the possible effects of poverty on language

Poverty and language 1.Low SES status may result in limited access to the literacy experiences that promote language development 2.Limited access to learning limits literacy (Lack of home computers, fewer enrichment trips, less time for parents to interact with children...) 3.Children from middle and upper SES groups have larger vocabularies 4.Children from lower SES groups use more casual language when college and career success requires formal language skills

Formal and Casual Register Discourses FormalCasual The primary language of the middle class Used in school and business Less emotional “Proper” English Uses larger vocabulary Is necessary for most people to succeed. Used as primary language by many low SES students. More emotional and often large non-verbal elements. Lower vocabulary ( words.) “improper” language with incomplete sentences and grammar errors. Linked to online schedule

Tip #1: Educators must respect (and celebrate) the language students bring to the classroom. Video clip with ELL students.Video clip with ELL students.

Tip #2: Help students know when formal register is needed by studying language with them. (code-switching) Esquith example

Tip #3: Remember: Content and meaning is often more important than form Overcorrection of language may interfere with thinking and reading Overcorrection = negative social outcomes If you do correct, one technique is extension: – “I want lunch.” (ELL student) – “Yes. I know you want to eat lunch.” (teacher) Allow time to allow ELL learners to do the mental translation needed

Tip 4: Increase formal register Have students first write or speak in casual register, then have students translate (try this out with a partner) Use requirement to write out feelings in formal register when disciplining Give specific scaffolds for proper sentence structure Vocabulary enrichment Require students to express needs and ask questions in school using formal discourse