Supporting English Language Learners in the Preschool Classroom

Summary

This video script explores strategies for supporting English Language Learners in preschool, emphasizing that teachers don't need to speak students' native languages to aid their English development. It highlights the importance of observing silent language acquisition periods, using parallel talk and self-talk to link actions with language, and the Total Physical Response technique to connect language with movement. The script also encourages learning key phrases in students' native languages and promoting home language use to build a strong foundation for English acquisition.

Takeaways

• 🌟 Teachers can support English language learners (ELLs) without needing to speak their native language, as underlying skills acquired in the first language are transferable to English.
• 👨‍👩‍👧‍👦 English language learners may be quiet and observant at the start, using cues from gestures and visual aids to understand routines and classroom activities.
• 🔍 The silent period for ELLs is a natural part of language acquisition where they are absorbing the sounds and structure of English.
• 💬 Encouraging conversation through questions and sentence completion helps ELLs develop their language skills further.
• 📚 Parallel talk and self-talk are effective strategies for oral language development, linking language with actions and activities.
• 🤸‍♂️ Total Physical Response (TPR) technique involves using body movements to teach language, making the learning process more interactive and clear.
• 📖 Learning some key words and phrases in the child's native language can be beneficial, as it helps in understanding and connecting with the children.
• 🔗 Cognates, words that have the same meaning and form in both languages, can be a powerful tool for vocabulary acquisition for ELLs.
• 👨‍👩‍👧 Supporting the child's first language at home is crucial as it lays a foundation for English language learning and should be encouraged by families.
• 🎶 Engaging in oral language activities such as reading, singing, and rhyming in the home language can enhance language development.
• 📚 The best practices for supporting language learners involve rich interactions around storytelling, reading, and conversation, which are beneficial for both first and second language acquisition.

Q & A

What is the main challenge preschool professionals face when working with young children who may not understand much English?

The main challenge is to work effectively with young children who are English language learners and may not understand much English, ensuring they can develop language skills and integrate into the classroom environment.

According to Dr. Ann Anderberg, why don't teachers need to speak the native language of English language learners?

Teachers don't need to speak the native language because they can still support the development of the child's first language and help transfer those skills to English, as the underlying skills acquired in the first language are similar.

What does Beth Martin notice about English language learners at the beginning of the school year?

Beth Martin notices that English language learners are nervous and scared, and they tend to be quieter and more observant than English speakers, looking for clues from gestures and picture schedules to understand routines.

What is the 'silent period' Dr. Anderberg refers to, and why is it natural for students to engage in it?

The 'silent period' is a phase where a child in an all-English environment doesn't speak any English. It's natural because during this time, they are subconsciously acquiring the sounds of the new language.

How do preschool teachers generally help children to create more language?

Preschool teachers help by extending talk, asking questions, finishing off sentences for children, and using techniques that encourage children to express more information verbally.

What are the two strategies Dr. Anderberg mentions for oral language development?

The two strategies are 'parallel talk', where the teacher narrates what the child is doing, and 'self-talk', where the teacher verbalizes their own actions, creating a tight link between language and actions.

What is the Total Physical Response (TPR) technique, and how does it help in language learning?

The Total Physical Response technique involves the teacher using body movements to correspond with language, particularly verbs. It helps by building on the relationship between language and movement, making meaning clear without expecting immediate oral responses from the child.

Why is it beneficial for teachers to learn about the children's native languages and include a few key words and phrases?

Learning about the children's native languages and including key words and phrases can help bridge the communication gap, make the children feel more comfortable, and utilize cognates to build vocabulary more effectively.

What role do cognates play in helping children learn vocabulary, and why is it important to point them out?

Cognates are words that have the same meaning and are basically the same in both languages. Pointing them out helps children make connections between the languages, aiding in vocabulary acquisition.

How can families support their child's language learning at home?

Families can support their child's language learning by engaging in oral language, reading to the child in the home language, and using rhymes and songs in their native language.

What is the best practice Dr. Anderberg suggests for supporting both first and second language learners?

The best practices include playful interactions with children around storytelling, storybook reading, rhyming, and rich oral language conversations, which are beneficial for language learners in both their first and second languages.