Heritage Language Learners

Fifth Academic Post

Shuhan C. Wang (2002) states that the National Council of State Supervisors of Foreign Languages  (NCSSFL) has supported language education of the culturally and linguistically diverse population in the US for over three decades, and it continues to support language education by promoting the development of policies and practices to help with “the increasing linguistic and cultural diversity among the population of the United States” (p. 1).  The NCSSFL values the importance of linguistic and culturally diversity as an asset to the US, and this is why it supports programs to protect language education.  The NCSSFL also “[…] endorses an expanded and more inclusive view on heritage language students, […] [and] children with limited English proficiency in our education system” (p. 1). This organization sees bilingualism or multilingualism as a personal gain for individuals who speak another language(s), other than English, in their “education, economic, and political life” (p.1). Individuals with the ability to communicate in more than one language have the advantage to communicate with other ethnic groups and to be able to understand their culture.

Heritage language learners, are all diverse; they all come from different backgrounds. Wang (2002) provides the following definition of a heritage language learner:

 Are raised in homes where non-English is spoken;

Speak or merely understand the heritage language;

Are to some degree bilingual in English and the heritage language (Valdes, 199, also see 2001).

Heritage language learners vary from: being monolingual in their in their heritage language, not speaking their native language, but are exposed to the language and culture of their family and are bilingual/multilingual in English and other languages (Wang, 2002).

There are three types of heritage language groups in the US: indigenous languages, spoken by Native Americans; colonial languages, (i.e., Spanish, French and German), these are languages that were introduced by early settlers in North America, and the third group, immigrant languages ( i.e., Chinese, Hebrew and Russian) (Wang, 2002).

The language, culture and identity are all important for language heritage learners for linguistic and educational purposes. Wang (2002) states the needs of heritage learners should be ensured to help them develop their English language at age appropriate.

 This site http://www.englishinusa.com/ gives an idea of some job opportunities that linguistically and culturally diverse (CLD) students have. Heritage language learners can have great opportunities in the workforce and can contribute greatly to society if their languages are maintained by helping them with the development of their native language, to help them acquire English. Some jobs that require bilingualism are: business related jobs, teaching a foreign language, ESL teaching and being a translator. Helping ensure heritage languages, helps the heritage language learner to develop cognitively and psychologically well; this will enable the individual to be fully equipped with bilingual or multilingual skills and be able to contribute in the workforce.

I agree with what Wang has to say about heritage language learners. Their heritage language is so important to help them in their education but also for identity purposes. Heritage language learners, who feel valued as individuals, are more likely to do well in life. They are more likely to mainstream into society because they have learned to embrace both cultures. Culturally and linguistically diverse individuals who become bilingual and bi cultural do well because they learn how to use both languages and cultures to help them survive and enjoy life. 

Sources:

Wang, S.S, (2002). Heritage language learners.National council of state supervisors of foreign languages

http://www.englishinusa.com/

http://www.ncssfl.org/about/index.php?about_index

Reading, Writing, and Learning in English Second Language

Fourth Academic Post

Culturally and linguistically diverse (CLD) students who speak a different language, other than English, at home, and are limited in their English proficiency, struggle in their writing, reading comprehension and in their oral communication. The need to assist this population in their learning is very essential because of the continued increase nationally. English language learners (ELLs) need to acquire their second language (L2) to help them perform well academically. The ELL Information Center Fact sheet Series gives information of the top languages that are being spoken in the U.S. by CLD students.

Suzanne F. Peregoy and Owen F. Boyle (2005) state that an individual’s “vocabulary represents one of the most important determinants of […] success in reading, writing, and conversing in and out of school” (p. 201).  English language learners’ academic and oral communication success will depend on how much vocabulary they know. This group of students will continue to learn vocabulary throughout their school years, which will help them with their English development. However, there are some strategies that English second language teachers can teach their students as they are in the process of developing their L2.

Suzana F. Peregoy and Own F. Boyle (2005) emphasize the importance for ELLs to know specific strategies in text structure, prereading, during reading and post reading; these are all important to evaluate reading comprehension. Students, who familiarize themselves with text structure helps them to store, retrieve and summarize the information that was read. In the prereading phase it’s important to learn to develop vocabulary before starting to read.  In Chapter 6, Boyle and Peregoy explain that learning vocabulary before, during and after reading is important because “unknown words place a particular burden on English learners’ reading comprehension” (p.201).  In the during reading phase students need to read headings, subheadings and set a purpose for reading to help them with their reading comprehension. Taking time to read such specific information in text books, can increase reading comprehension.  

Some language minority students have studied English formally in their home country as well as their native language. These students have skills that can be transferred to help them acquire their L2.  Literacy skills that can transfer all depend on the type of native writing system they use. For example, the Spanish language uses the Roman alphabet, just like the English language, this makes it easier for English language learners (ELLs) to transfer literacy skills to help them acquire English. Some specific skill examples that can be transferred are: decoding in Spanish can transfer to English decoding, the consonants produce similar sounds in both languages and friendly cognates (i.e., telephone in English and teléfono in Spanish), (Peregoy &Boyle, 2005).

The information of these two authors is very valuable to know. Empowering English Second Language (ESL) teachers with knowledge on how to work with their diverse language learners will help them be prepared to better assist this group of students. They can teach them to utilize their primary language skills to acquire their second language. ELLs can learn writing and reading strategies at an earlier stage in their second language development. This will help them with their academic and communication skills.

Sources:

Peregoy, S. F., & Boyle, O. F. (2008). Reading, writing, and learning in ESL (5th ed.). Boston, MA: Pearson. (Original work published 2005)

http://www.migrationinformation.org/ellinfo/FactSheet_ELL3.pdf

Understanding Language Minority Learners

Third Academic Post

For this academic post I have used a source written by Elizabeth G. Sturtevant. She explains three key ideas to help educators understand language minority learners and 4 key concepts for program planning. These key ideas and concepts are for educators to help them understand English language learners ( ELLs) better. My information will be over the three key ideas that can be helpful to educators when working with language minority students in middle school and high school.  

Elizabeth G. Sturtevant (1998) explains 3 key ideas to help educators understand the population of language minority students that continues to increase. It’s important for educators to consider understanding this group of students, to help them in their Second-Language (L2) development.

The first key idea explains that all language minority learners are individually diverse. They are all different from one another in the following ways: they come from different backgrounds, some are born in the US, some have been living here since a very young age, and some have moved to the USA during their adolescent years (Sturtevant, 1998).

Language minority students also have an education history that’s different from one another. For instance, some students did not receive a formal education in their language one ( L1); others have had their school interrupted and some students have had to move from place to place, due to migrant work. These students have all had a different history of education, and that is why each student is at a different proficiency level in their L2 fluency and literacy during their middle school and high school years. The language levels of these students are: bilingual, partial fluent and some are very limited in their L2. English language learners who are limited in their English proficiency are either new arrivals or have been living here for many years. Those students who have lived here for many years, but aren’t proficient in their English, are greatly challenged in their education throughout their school years (Sturtevant, 1998).

In order for language minority learners to be successful, in their secondary education, they must be proficient in their English. However, it takes time to acquire a second language and each student will be at different level from one another.  It’s important for educators to take into consideration the process and length of time that it takes to learn a second language (Sturtevant, 1998).

According to Elizabeth G. Sturtevant (1998) there are two “faces” that must be taken into consideration when acquiring a second language. Those faces are conversational and academic. The conversational face takes about 2-3 years to acquire and the academic face takes 5-10 years (Sturtevant, 1998).

The length that it takes for language minority students to acquire their second language depends on how much literacy instruction they have received in their L1. Students who have received 2-3 years of formal education in their L1 usually have an easier time acquiring their L2. However, students who didn’t have any formal education or less than 2 years of school, in their L1, usually struggle more in acquiring their L2.

The third key idea is the importance of literacy and concept development in their L1 and how it can support literacy and concept development in their L2 acquisition. Sturtevant (1998) states that adolescents who begin school and have not had any literacy instruction in their L1 should be instructed in their L1, to help them continue to develop their literacy skills. Later, throughout their school years, they can use these skills to help them acquire their L2 more quickly.   

It is important that educators take into consideration these three key ideas when working with language minority learners. Language minority learners are all diverse because they all come from different backgrounds, they all have different levels of education and they all acquire English at a different pace; depending on their formal experiences, and on their literacy levels of education in their L1.

I strongly agree with Sturtevant’s research. She stresses the importance on being familiar with each student to assist them better in their L2 learning.  Due to the fact that each student is so diverse from one another, they each require individualized instruction, to help them with their language development. I believe that it’s important to want to work and assist this group of students as soon as they begin their L2 instruction, this way, they don’t fall too behind and struggle throughout their school years. These key ideas are essential for educators, when working with language minority learners. 

The following site  English Language Instruction in Middle and High School provides a 45 minute web cast with Dr. Deborah Short. She discusses how to teach English language learners academic content and how to ensure reading comprehension. The moderator is Delia Pompa, Vice President of the Center for Community Educational Excellence, at the National Council of La Raza.



Sources:

Sturtevant, E.G. , (1998). What middle and high school educators need to know about language minority students. [Proquest] Retrieved from http://proquest.umi.com/pqdwe?index=0&did=34651187&SrchMode=1&sid=3&Fmt=


http://www.colorincolorado.org/webcasts/middle
http://vimeo.com/7098656

Second Academic Post

According to Kohn (1980) English Second Language (ESL) teachers are more interested in “why” students want to learn English as a second language and do not put all their emphasis in the “how” English is acquired. ESL teachers who know “how” English language learners (ELLs) acquire a language many times don't understand "why" students acquire a second language. If professional educators have a greater understanding why ESL individuals learn a second language, then they can assist ELL better, in their language acquisition. Teachers who know the ELLs' motivation(s) for wanting to learn English will help them to be better equipped to assist them in the classroom setting and with their English language development.

At a CATESOL Conference, that took place in 1977, Joshua Fishman stated that English is now one of the most powerful languages because of “the current economic dominance of the English-Speaking nations in the world” (Kohn, 1980, p. 43). The author continues to explain that the English language is being acquired for “pragmatic and not humanistic goals” (p., 44).  The need to learn English, for many individuals, continues to be personal reasons, for example, better opportunities in the workforce. 

James J. Kohn (1980) also explains in his research that Lambert and Gardner believe that there are two reasons why individuals learn a second language. These two reasons are instrumental and integrative. The instrumental reason motivates the individual to want to learn English because of pragmatic reasons, and an integrative reason would be to assimilate into the culture. Individuals who lean towards the integrative motivation are those who feel that their language and culture are just as important as their community's culture and language; for example, “Montreal” where they practice bilingualism.

Learning a second language is more than just knowing how to speak the language. The individuals’ motivation(s) play a big part in determining their desire to learn a language and to acquire it. Also, ELLs' first language is very important when acquiring a second language and should be taken into consideration. Individuals who desire to assimilate into the American culture are those who see that their culture and language are seen just as important as their community’s language and culture. This is another reason why the preservation of heritage languages is important. It’s important for ELLs to assimilate into the American culture, to help them become successful in their English language acquisition. Professional ESL teachers who acknowledge their ELLs’ L1 and culture will be able to help them with their English development in a more meaningful and successful way.  

The following video shares some teaching strategies when working with ELLs.

Sources:

 Kohn, J. J. (1979). What esl teachers need to know about sociolingusitics (pp. 43-53). L.A., U.S.: CATESOL Annual Conference. (Reprinted from Readings on english as a second language for teachers and teacher trainees, by K. Croft, Ed., Los Angeles, CA: Winthrop)

http://www.catesol.org/

http://www.youtube.com/watch?v=_Ub0NJ6UClI