Download One Child, Two Languages: A Guide for Early Childhood by Patton Tabors Ed.D., Catherine Snow Ph.D., Mariela Paez PDF

By Patton Tabors Ed.D., Catherine Snow Ph.D., Mariela Paez "Ed.D. M.Ed."

Cutting-edge early early life educators are serving extra childrens studying English as a moment language than ever—in Head commence by myself, approximately 30% of the kids communicate a language except English at home.* To help moment language newbies and placed them at the route to educational good fortune, each instructor wishes this renowned, useful, and hugely readable guidebook.

Reflecting 10 years of dramatic switch in early education—especially in severe parts like evaluate and cultural diversity—the moment version of this bestseller supplies lecturers updated examine, usable info, and crucial instruments to fulfill the desires of moment language newcomers in present day studying environments.

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Extra resources for One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language

Sample text

Simultaneous Acquisition When young children are exposed to two languages from birth, there is often an initial period of acquiring words in one or the other of the languages. Children will quickly demonstrate a capacity to keep their two languages separate, however, and often display an early developing understanding of when one or the other of their languages should be used (for case studies, see Fantini, 1985; Saunders, 1988; and Taeschner, 1983). Taeschner (1983), for example, wrote about raising her two daughters as German-Italian bilinguals living in Rome.

7. What about children who are adopted from other countries? Do these children follow the same pathway for second-language acquisition as bilingual children? What can early childhood educators do to help these children? It is important to know that children adopted from other countries early in their lives are likely to follow a different linguistic acquisition pattern than the pathway of second language acquisition described in this book. Research results with this special group of children and recommendations for how early childhood educators can work with these children and their families are presented in Chapter 11.

Social and Linguistic Constraints in Byong-sun’s Play In this description of how Byong-sun spent his time during the free play period, it is apparent that he was quite socially isolated from the rest of his classmates. For part of the free play period, he worked alone with LEGO pieces that had been left on a table where he could use them without having to ask for help. When he chose to join a group, he found a seat that was unoccupied at the playdough table or, with some difficulty, worked himself into a location that was available at the sand table.

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