support the learning of an additional language by “making meaningful textto-text and text-to-world connections, allowing for deeper processing of the new language and deeper understanding of the ideas connected to that language” (Giroir et al., 2015, p. 640). Giroir et al (2015) also suggest the importance of exposing children to different worldviews and cultural codes, by encouraging connections from these texts to their own lived experiences to support metalanguage (the language teachers and learners use to talk about language, learning and teaching), predictions and inferences from a variety of text. It’s important to remember that when children are acquiring additional languages they will often listen to the sounds but say very little at first. Children’s receptive language (knowledge and understanding of language) is generally ahead of their expressive language (what they can express) (MoE, 2020). After listening to the sounds children produce formulaic phrases based on simple sentence patterns which have been modelled to them, before producing their own original simple structures and vocabulary (MoE, 2008). Also remember that children can learn more than one language system at the same rate as monolingual learning but will often codeswitch by combining elements of all their languages in one sentence (MoE, 2020). It’s also noteworthy for kaiako to remember that the role of bilingual or multilingualism isn’t to only learn grammatical structures and vocabulary in either one or additional languages but for children to learn how to use language to meaningfully communicate with others (Morales and Runemapp, 2017), which includes communicating in their home language with their family and community. References • Castro, D. C., Páez, M. M., Dickinson, D. K., & Frede, E. (2011). Promoting language and literacy in young dual language learners: Research, practice, and policy. Child Development Perspectives, 5(1), 15-21. • Giroir, S., Grimaldo, L. R., Vaughn, S., & Roberts, G. (2015). Interactive read-aloud for English learners in the elementary grades. The Reading Teacher, 68(9), 639-648. • Hammer, C. S., Hoff, E., Uchikoshi, Y., & Gillanders, C. (2014). The language and literacy development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29, 715-733. • Ministry of Education. (2008). The English Language Learning Progressions. Introduction. A resource for mainstream and ESOL • Ministry of Education. (2020). Talking Together / Te Kōrerorero. Ministry of Education, https://tewhariki. tki.org.nz/en/teaching-strategies-and-resources/ communication/talking-together/. • Morales, P. Z., & Rumenapp, J. C. (2017). Talking about language in preschool: The use of video-stimulated recall with emergent bilingual children. Journal of Multilingual Education Research, 7(4), 19-42. • Scarcella, R. (2003). Academic English: A Conceptual Framework. University of California Linguistic Minority Research Institute Technical Report 2003-1. • Seals, C. A., & Olsen-Reeder, V. (2020). Translanguaging in conjunction with language revitalization. System (Linköping), 92, Article 102277, https://doi.org/10.1016/j.system.2020.102277Get For information and bookings visit www.ecc.org.nz/events LIMITED SPACES $99 exclusive price for members. $199 for non-members. Health and Safety in ECE January 28th August 22nd Effective Marketing for ECE Centres February 28th September 19th Financial Management for ECE Centres March 21st July 25th Governance for ECE Centre Boards May 23rd Effective Staff Management: Part 1 April 4th October 17th Effective Staff Management: Part 2 April 11th October 25th Presented by Sue Kurtovich, ECC Life Member and ECE Management Consultant CENTRE MANAGER ONLINE WORKSHOPS March 2022 { 29 }
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