3-1 Chapter 3: Connecting First and Second Language Development to Second Language Acquisition ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

3-2 Training Outcomes  Be familiar with the components of language  Understand cultural differences in language practices  Recognize that, as part of family life, most families engage in literacy activities such as reading books, singing songs, and reading poetry.

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 3-3 Framework Guiding Principle Respect cultural values and behaviors reflected in the child’s language and communication PCF, Vol. 1, p. 180 ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

3-4 Cultural Differences Research Research across language and cultural groups indicates that throughout the world families interact with babies in many different ways. PEL Resource Guide, Second Edition, p. 26 ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

3-5 Linking Key Concepts to the Preschool Class 1. What do you hear from the three-year-olds you work with each day? What do you see them doing? 2. Compare what you hear and see to the list on page 21 of the PEL Resource Guide. ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

3-6 Components of Language

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 3-7 Match Time  Look for the words and definitions at the center of your table.  Use your book and existing knowledge to match the meanings to the words.  Stand up when you have completed the task.

3-8 Children and Their Language Development  Have any of the assumptions with which we started the day been challenged?  Have any been reinforced?  Have you changed your thinking about children’s abilities to learn language? With information we have just covered: ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

3-9 Language Development Through Music and More Pio Pio Pio

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 3-10 What are the children learning? Let’s Play Together  Locate in your folder: -Handout 3B_Songs and Rhymes -Handout 3C_Song and Rhyme chart  Decide which example to play with.  Spend 5 minutes remembering, or making up, how to sing or say the song/rhyme.  Fill in the chart with a tablemate. Familiar song/rhyme What are the children learning?

3-11 Intentional Language- Rich Activities  Conversations  Songs  Tongue Twisters  Sayings or Proverbs  Finger Plays  Rhymes  Riddles  Games and Chants ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

3-12 Principles and Framework Children benefit when their teachers understand cultural differences in language use and incorporate them into the daily routine. Principle 2 Successful practices promote shared experiences in which language is used as a meaningful tool to communicate interests, ideas, and emotions. Principle 3 The learning environment allows English learners to feel welcome, safe, and secure while acquiring a new language and promotes enriched language interactions, both verbal and nonverbal. Environments and Materials

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 3-13 Key Points  During the preschool years, children are continually in the process of developing their language(s).  In learning to talk, children learn the components of language and how to use language in different social contexts.  It is important for teachers to become familiar with the process of first language development, and with the language experiences and practices of English learners.

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 3-14 Key Points (continued)  Children need opportunities and activities to verbalize their awareness of language differences and to learn that all languages are valuable.  More experienced peers can be effective language models for children who are newcomers to the community.