CHCFC506A - Development Of A Child Learning English As Second Language

Kristal Community Contributor Original Post ⏱ Wed, 31 Aug 2011 · 10:10 AM ·💬 16 posts

Hi
Could someone please tell me if I am on the right track - explain the developmental considerations of a child learning English as second language? How are these different from children developing the use of English only? It is my understanding that a child learning English as a second language might be slower than other children at first, but will generally catch up.

Thanks
Daggy

MODULE: CHCFC506A Foster Children's language and communication Development

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Lorina ⏱ Thu, 1 Sep 2011 · 9:10 AM ·Founder ·💬 14,530 posts

It is my understanding that a child learning English as a second language might be slower than other children at first, but will generally catch up.

Hi Daggy,

You might need to explain a bit more and extend on that...I found some info for you:

The importance of maintaining the first or home language:

One of the greatest gifts we pass on to children is language. The first language, learned in the home, is extremely important and forms the foundation for all later language development. Parents, family members and early childhood professionals are the most significant influences on the development and maintenance of the first language (Clarke and Milne 1996).

Evidence shows that young children can learn more than one language with ease, as long as they are exposed to good language models and have plenty of exposure to both languages. Maintaining the first language does not interfere with the learning of English. Research suggests the opposite – that knowing one language can help the child understand how other languages work. The maintenance of the first or home language is particularly important for the child’s development of a positive self-concept and well-being.

Children who have the opportunity to maintain their first language can extend their cognitive development, while learning English as a second language. Their level of competence in the second language will be related to the level of competence they have achieved in their first language (Cummins 1984). Children with a sound knowledge of their first language will be able to transfer skills from one language to another.

Early childhood professionals can play a vital role in the maintenance of children’s first languages. They can provide opportunities for children to use their first language in early childhood settings and at school and encourage the parents to use the first language at home in order to provide a good foundation for learning English. It is important to reassure parents that children will learn English as a second language from English speakers.

Learning English as a second or an additional language:

When babies and toddlers from language backgrounds other than English start in a children’s service, they begin the process of learning a second or additional language. From birth, they will have started to acquire their first language. This first language is learnt through contact with family members and others in early communication that includes talking, singing, cooing, making sounds and engaging in non-verbal communication. It is vital that early childhood professionals working with young children promote the continued use of the first or home language and encourage families to spend as much time as they can talking with their young children. When English is added as a second language, much of the opportunity for many young children to hear and practise their first language may be diminished.

Children new to English in the early years of school:

Some children from language backgrounds other than English may not have had the opportunity to attend a children’s service before starting school. These children should be supported at school by early childhood professionals in the same way as children in the kindergarten year. They will exhibit similar behaviours to younger children learning English as a second language, who are aged between three and five.

Children new to English in the early years of school need to feel a sense of belonging within the school community. They need to find a place for themselves in their interactions with others. How they are accepted by others in the group will affect their ability to find a place in the group and thus their opportunities for hearing and using English. Social relationships and membership of the classroom community lead to participation, and to participation in English language development and learning (Toohey 1996). Patterns of language use vary across cultures, so that children new to English must also learn the cultural values, norms and beliefs that apply to Australian culture. Like children in the years before school they have to acquire not only a new language, but also new ways of behaving and operating in a new culture.

You can find a lot more useful info in this attachment below that I found from Victorian Curriculum and Assessment Authority...have a read through this attachment and you should be able to answer this question with ease...