Instead, teachers should acknowledge and value the linguistic diversity that children bring to the classroom.

Students' first languages are not a consideration, nor are their languages used in any aspect of classroom instruction. Teachers in ESL programs may not have any knowledge of, or fluency in, students' respective first languages.

Children who experience this approach to bilingual education develop authentic bilingualism. They are equally able to use both languages for purposes of learning and in their social environments. Thus, developmontal bilingual education is an example of "additive bilingualism."

This approach does not consider the value of children's first language to their family culture or to the larger society's culture. In this way, transitional bilingual education may actuaJly result in "subtractive bilingualism."

1. Embedding lhe tmgot lnnguago in context through piclurns, realin. and movomont 2. Modifying their spooch to students by using a slower rule and loss complex language :1. Organizing o curriculum not basod on grammatical strnctmo but based on language-rich uctivitios, such ns games, problem solving, nnd experiments 4. Encouraging but not forcing children to spook 5. Postponing tho explicit, formal study of a language's grummar until much lator thun usual (high school)

ol only do children learn language with morn oa.se than adults,

he acquisition of a second language will follow the same sequence as development of the first language, with receptive and expressive knowledge of the oral language developing first, followed by knowledge of the written language:

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Children learn how to use language for specific purposes in specific settings as they experience different situations in their preschool and elementary school years. This is part of their pragmatic knowledge of language

ll dialects are characterized by distinct system· alic features wilh respect lo the five aspects of language knowledge: phonological, semantic, synlnctic, morphemic, and pragmatic

two common goals for all children: success at school and propnralion for successful living.

throe distinct types of linguistic diversity: differences in dialect, differences in registers, and differences in language.

provided a basis for recognizing that different ways of communicating and varied use of dialects do not indicate that a person is deficient in language.

Differences are simply clifferoncos. not deficiencies of language.

Further cultural differences in how language is used in educational settings have been documented by Tharp (1994). These differ-ences include variations in how stories are told, the wait time given by teachers to students during questioning sequences, the rhythmic patterns of the verbal interac-tions, and the patterns of conversational turn taking

language to rollect rnltmo

Within routines, children experience each of the five aspects of language knowl-edge: phonological, semantic, syntaclic, morphemic, and pragmatic.

com-munication loop, a circular or cycle-like sharing and exchanging of tho roles of speaker and listener

Patterns of Interaction-Overview • Eye contact and sh~red reference • Communlcatlon loop • Child-directed speech • Verbal mapping • Questioning • Linguistic scaffolding • Mediation

The intoractionist porspective encourages teachers to focus on providing many social interactions in which oral and written language are used.

ondition Immersion Demonstration Engagement Expectations Responsibility Approximations Employment Response Description Child is surrounded by language used by others. Child witnesses how language ls used by others for specific purposes. Child is encouraged to participate in language interactions. Beginning in infancy, adults and siblings address child expecting a response. Child creates message in response to language of others. Child's early forms of speech are accepted as "real communication" by others. Child is given opportunities lo "try out" his/her developing language competencies. Child receives feedback on their use of language to communicate. Example At home, the child hears conversations of family members throughout the day. At the family dinner table, the child hears a request to pass the salad and listens to a sibling tell about her day at school. During storybook sharing, the child Is encouraged lo name the objects pictured in the book. At snack lime, the parent asks the child if he wants a graham cracker or a cheese cracker and waits for the child to respond. When her mother says, "it's really chilly today,n the child responds, "What does chilly mean?" When the child is asked if he wants some juice, the child responds "ju-Ju". This Is accepted by the parent as "Yes, I want juice." During a family mealtime, the child is encouraged to tell about his experiences while playing at the park earlier that day. While on a walk, the child sees a small, fluffy dog, and calls ii a kitty. His mother says, "Oh, it's a small dog, not a kitty. See it does·not have a long, fluffy tall like a kitten."

Teachers who follow a behaviorist perspectivo would focus on the stimuli and reinforcements that children experience in regard lo language use.

While the behaviorist porspoclive does explain how some words and phrases are learned, il does nol provide a complete explanation for lhe development of other language competencies.

When a certain behavior is followed by a particular result, that consequence influences ·whether tho behavior will be repeated.

A child is considered lo be a "blank slate" (Karmiloff & Karmiloff-Smilh, 2001), and loaming occurs due to associations established between stim-uli, responses, and events that occur after tho response behavior.

teachers would implement a curriculum that recognizes the importance of the development of specific cognitive mechanisms as precursors lo the onset of language, such as object permanence and symbolic representation.

the nalivist perspective describes language development as an innate, instinctual process where children develop language by discovering the structure of their language

The nativist perspective emphasizes inborn or innate human capabilities (i.e., "nature") as being responsible for language development.

The development of lileracy skills requires that children be able to use symbols to represent the sounds of their language in writing and lo decode the symbols when reading.

children will need a wide range of communication competencies lo ensure their effectiveness in a varielfol settings throughoutfueirlivos

Without language, a society and its culture cannot exist.