1. CE320 Unit 5 Seminar: Best Practices for Promoting Bilingualism in Kindergarteners Language Development in the Young Child

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3. In this Seminar, we will be discussing the topics and strategies that are relevant to bilingualism and help our students learn English as a second language. We will also review a few of the key terms found at the end of Chapters 8 and 9 to help you gain a stronger foundation of the terminology associated with building language and literacy skills in the kindergartener. Tonight we will… Review definitions of key terms Discuss narratives Discuss bilingualism Discuss television as a medium for promoting language Best Practices A jump ahead to the Unit 6 Project and Rubric Questions and planning schedule to complete project UPDATES AND REMINDERS

4. Unit Outcomes and Expectations At the end of this unit you should be able to: 1.Explain and defend the practice of Read Alouds in the kindergarten setting 2.Explain the role of the early childhood professional in supporting the kindergartener’s acquisition of semantic and phonetic knowledge

5. KEY TERMS Pre-phonemic spelling Phonemic spelling Early phonemic spelling Letter name spelling Transitional spelling Digraph Ostensive naming Unreferenced pronoun

6. Review tonight’s reading Please be prepared to answer the following questions related to the assigned reading of “Narrative development in bilingual kindergarteners: can Arthur help” by Uchikoshi. Please take about ten minutes to review your findings on the following areas from reading: Discuss narratives Discuss bilingualism Discuss television as a medium for promoting language Best Practices Please do not share your answer until each question is asked upon your return. CE320 Language Development in the Young Child

7. BENEFITS OF BILINGUAL EDUCATION Children benefit from a bilingual education. For pupils who are unfamiliar with one of the languages spoken in the classroom, they are exposed to a new language at an early age. By using this language daily along with their native language, they learn vocabulary and the use of these words in everyday situations. Pupils whose first language is not English benefit from placement in a bilingual classroom because learning in their native language improves their understanding of academic skills such as reading and writing. (Westminster, n.d.)classroom Read more: Children Learning Two Languages in Kindergarten | eHow.com http://www.ehow.com/info_7987013_children-learning- two-languages-kindergarten.html#ixzz1stir0uR1Children Learning Two Languages in Kindergarten | eHow.comhttp://www.ehow.com/info_7987013_children-learning- two-languages-kindergarten.html#ixzz1stir0uR1

8. NARRATIVES A narrative is a constructive format (as a work of speech, writing, song, film, television, video games, photography or theatre) that describes a sequence of non-fictional or fictional events. The word derives from the Latin verb narrare, "to recount", and is related to the adjective gnarus, "knowing" or "skilled".sequencenon-fictionalfictional The word "story" may be used as a synonym of "narrative",it can also be used to refer to the sequence of events described in a narrative. A narrative can also be told by a character within a larger narrative. An important part of narration is the narrative mode, the set of methods used to communicate the narrative through a process narration (see also "Narrative Aesthetics" below). (“Narrative”, 2012, para. 1-2)characternarrative mode

9. PROMOTING BILINGUALISM 2. After reading this article, what have you discovered about using narratives to promote bilingualism? “Narratives have been identified as the critical link to later school success” (Uchikoshi, 2005, p.464) “Research shows that narrative skills are associated with cultural background and ethnic-group membership” (Uchikoshi, 2005, p. 464) “Narrative skills have been pointed out as being strong predictors of later language and literacy achievement for monolingual English children” (Uchikoshi, 2005, p.464) “The ability to produce a narrative demonstrates a child’s ability to sustain talk about the world beyond the here and now” (Uchikoshi, 2005, p. 465)

10. TELEVISION AS A MEDIUM 3. Is television an appropriate medium for promoting English language learning? Why or why not?

11. TYPES OF BILINGUAL PROGRAMS 1.ESL (focus only on teaching English) 2.CALLA (cognitive academic language learning approach) 3.Submersion 4.Immersion 5.Dual language instruction (Two-way bilingual education) 6.Instructional Approaches a.Audiolingualism b.Subskill-based c.Holistic-communicative

12. A JUMP AHEAD: UNIT 6 PROJECT DIRECTIONS Planning a Mini-conference on Workshops that Promote Early Literacy and Language Development For the Unit 6 Project, imagine that you are the director of a childcare center and are planning for the “Week of the Young Child,” an annual celebration sponsored by the National Association for the Education of Young Children (NAEYC). The purpose of the Week of the Young Child is to focus public attention on the needs of young children and their families and to recognize the early childhood programs and services that meet those needs. As the director, you are planning a mini-conference on children's early literacy for caregivers, teachers, and parents.

13. UNIT 6 PROJECT: NEWSLETTER OR POWER POINT As part of your task, you need to create a newsletter or PowerPoint presentation that describes the topics that will be covered in the workshop. Your newsletter or presentation should be focused towards gaining attendance to the workshops you are planning on the next slides…

14. PROJECT 6: WEEK OF THE YOUNG CHILD In Workshop 1, you will give a developmentally appropriate example of a creative drama based on a popular story book that you would use in a classroom or center setting. In Workshop 2, you apply your knowledge about the developmentally appropriate principles, language development and investigative play critical to creating a learning center for children in the preschool age group. In Workshop 3, you will give a developmentally appropriate example of a read aloud activity based on a popular story book that you would use in a classroom or center setting for kindergarteners. In this workshop, please share the five guidelines for selecting books to read aloud to a group of kindergarteners and how to apply those guidelines to a popular storybook. (Note: The storybook of your choice should be identified in your newsletter or PowerPoint presentation.)

15. FORMATTING YOUR PROJECT 6 You should create this project in Microsoft Word, Microsoft Publisher, or Microsoft PowerPoint following APA guidelines. Use double spacing and Arial or Times New Roman Size 12 font for your newsletter, Include a title page and reference page. Power Points require a size 18 font, a title page or slide, a reference page with one-inch margins. For help with citations/references please refer to the APA Quick Reference Guide under Course Home and also visit the KU Writing Center.

16. UNIT 6 PROJECT RUBRIC Content - 154 points Title slide for Power Point or Heading for Newsletter with byline for author—author should be identified Introduction to Workshop-explains and introduces the annual celebration of the Week of the Young Child as sponsored by the National Association for the Education of Young Children (NAEYC), the purpose of the three workshops, and has a focus on how your center will promote the needs of the young child and the family. Workshop 1—give a developmentally appropriate example of a creative drama based on a popular book that you would use in a classroom or center setting Workshop 2—apply your knowledge about the developmentally appropriate principles, language development and investigative play critical to a learning center for children in the preschool age group Workshop 3—give a developmentally appropriate example of a read-aloud activity based on a popular story book that has been identified. Story book should be appropriate in a classroom or center setting for kindergarteners. Explain the five guidelines for selecting books to read aloud to a group of kindergarteners and how to apply those guidelines to a popular storybook. Conclusion—Summarize the information shared in the Workshops and how this experience can help the child and the family in developing language skills. References-- include at least 3 references relevant to language development, (i.e., textbook, story books used, and websites).

17. RUBRIC CONTINUED Mechanics/Structure - 16 points Newsletter or Power Point format submitted Use of bullet points/brief phrases for Power Point or appropriate sentence structure for newsletter Clipart should not take away from the content Appropriate Length (2-sided newsletter or 12 slides for a Power Point) Spelling, Grammar checked (Subject/Verb agreement, punctuation, capitalization, etc) 12 Point font Arial or Times New Roman for newsletter or 18 point font for Power Point (Note: headings can be larger) Includes an introduction and a conclusion References include unit materials and are in APA format

18. Time to Review: Questions?  Where are the templates for this project?  When is this project due?  How will you approach the work involved in this project?  Have you planned enough time in your schedule? If not, what adjustments do you plan to make?

19. THANK YOU FOR COMING!

20. REFERENCES Kindle, K. J. (2009). Vocabulary Development During Read-Alouds: Primary Practices. Reading Teacher, 63(3), 202-211. Otto, B. (2010). Language Development in Early Childhood, 3rd ed. Upper Saddle River, NJ: Pearson Education, Inc. Jupiter Images Corporation, (2010). Clipart.com. Retrieved May 10, 2010 from http://www.clipart.comhttp://www.clipart.com Uchikoshi, Y. (2005). Narrative development in bilingual kindergarteners: can Arthur help?. Developmental Psychology, 41(3), 464-478. doi:10.1037/0012-1649.41.3.464