In the previous article, Language diversity in Aotearoa New Zealand’s early childhood services, it suggests the many ways kaiako can support children’s home languages, cultures and identities and reminds us in our role in supporting the process of adding another language. So how can we kaiako support young children in this way? Below are a variety of approaches kaiako can take to support a child’s development of their home language/s as they learn English, with an emphasis on working with a child’s family and sharing responsibility for their oral language learning. Supporting language learning in children’s home languages Many studies emphasise the importance for children to develop a strong knowledge of their home language to foster communication and connection to their families and communities, as well as supporting their learning of additional languages (Castro, et al, 2011). One method of supporting a child’s home language is to incorporate their home language into text (Seals & Olsen-Reeder, 2020). Talking Together/Te Kōrerorero (MoE, 2020) offers a variety of ways to do this, such as making dual literacy resources which can include writing in the child’s home language script on their name cards, on posters and signs around the learning environment, and in books. It’s important to ask the child’s family if the text is appropriate and then encourage the family to translate and read the text to their child in their home languages. This can bridge the child’s understanding of the text and develop their vocabulary (MoE, 2020). Other strategies suggested in the book is to use games, stories and songs to encourage phonological awareness in both their home language and in English and ensure there are a variety of both print and audio resources such as books, songs and music that represents both the child’s home language and cultures. Supporting children in learning additional languages Anderson (2004, as cited in Hammer et al., 2014) describes how young children who are learning an additional language after the age of three use their phonological knowledge of their home language to support their learning of additional languages. To support this acquisition Giroir et al (2015) suggests that young children need to encounter these new words in multiple ways of delivery and be in context to allow learners to develop a deeper connection between form and meaning. This contextual support can be through “visuals, verbal intonation, physical gestures, and use of the first language” (Giroir et al., 2015, p. 640). Simple words and repetition within the text support the acquisition of vocabulary alongside a variety of opportunities to be exposed to new words (Collins, 2005; Silverman, 2007, as cited in Castro et al., 2011). To support children to make links between their home language/s and new English words and structures kaiako can use a variety of strategies to support meaningful links to new words in a range of experiences from conversation, everyday rituals and play, games and activities in one language, which can be then transferred into another language, and non-verbal cues such as body language, gesture or showing objects, pictures or photographs. Bilingual teachers who speak the child’s home language can first read a book in English and then using a child’s home language discuss the book to support children’s understanding of new vocabulary as well repeating and remodelling words in both languages (MoE, 2020). When reading stories to young children who are learning an additional language it’s important to remember that if a child has no background knowledge of a piece of text it will limit their ability to comprehend the story (Scarcella, 2003). But texts that connect to children’s prior knowledge, home language, interests and experiences will By Trudi Sutcliffe Supporting additional language development March 2022 { 28 }
RkJQdWJsaXNoZXIy NDc2Mzg=