Posts Tagged school
Stop Telling Parents of Bilingual Children to Use One Language
Posted by Elizabeth D. Peña in bilingual, bilingualism, child bilingualism, child language impairment on September 18, 2018
I keep hearing these stories and it’s infuriating! There’s no evidence that bilingualism is confusing and no evidence that bilingualism makes developmental language disorder worse so stop it! Read the rest of this entry »
Posted by Elizabeth D. Peña in between-language, bilingual, bilingualism, child bilingualism, ESL, Uncategorized on April 17, 2018
Recently, I participated in a roundtable discussion through TCU on the topic of dynamic assessment and translanguaging. My topic was dynamic assessment. But, I was really struck by the notion of translanguaging.
It was an interesting discussion about how to provide support to children in both languages and allow them to have access to both of their languages to maximize opportunities for language interaction. You might want to read more about translanguaging using the link above and also here. I think that translanguaging is a powerful way to support linguistic development and access in bilingual youth.
Prepositions are hard for ELLs
Posted by Elizabeth D. Peña in bilingual, child bilingualism, English, ESL, grammar on June 23, 2017
At least harder than I’d thought. Read the rest of this entry »
Bilingualism for Children with Disabilities
Posted by Elizabeth D. Peña in between-language, bilingual, child bilingualism, child language impairment, generalizability on November 6, 2016
I have a new paper out that is part of a special issue in the Journal of Communication Disorders. I encourage you to read the whole issue. It is based on an international collaboration where researchers used different methods including interviews, observations, record and policy review to understand current perspectives on bilingualism in children with developmental disabilities. The set of papers is excellent and shows that indeed we as a field have increased and evolved in what we know about bilingualism. Teachers, special educators, parents, and policy makers understand that it is important for children who speak different language at home and at school to be bilingual. There is a growing awareness that bilingualism can be an advantage. This is very good news. For me, I was heartened to know that the message is getting through, that there is a broader awareness, and that there is more attention and effort to putting these ideas into practice.
At the same time, it’s hard to do. We still need to figure out the practicalities of supporting the home and school languages. We need to learn more about what can transfer between languages and how parents and teachers can support and reinforce language learning to best benefit the child. There are many people trying to do what’s best for these kiddos but we need more practical, applicable methods. I talk a little about this and how the knowledge base has increased in my paper. Read it– it’s available through the journal for free till the middle of December, 2016.
Second language learners in Utah
Posted by Elizabeth D. Peña in ESL on June 29, 2013
I am on my way home from teaching a two day seminar at the University of Utah Collage of Health. We covered a lot of ground in two days. From culture to contrasts between languages; bilingualism, assessment, and intervention. I learned a lot and the grad students were great. Nice discussions, creative applications of the principles we studied and good detective work. Read the rest of this entry »
What language should I start in?
Posted by Elizabeth D. Peña in child bilingualism, ESL, narratives, research on January 11, 2011
A question that comes up frequently among bilingual speech-language pathologists who are testing children in two languages is what language to start testing in. There aren’t really clear guidelines. Some people advocate starting in the child’s home language; others suggest starting in the child’s stronger language; still others say that SLPs should follow the child’s lead and start in the language the child feels most comfortable in. We’ve tested many many kids over the last few years in English and Spanish. Sometimes we start in English other times we start in Spanish, and we do this regardless of what the child’s better or home language is. The reason we do this is so that we aren’t favoring one language over the other. For research purposes this makes sense because we’re interested in group data and we really don’t know what each child’s best language is. But, for clinical testing we are interested in individual performance and we want to get the best performance from kids as possible– if not the best performance at least information that is representative of their capabilities. And it’s for this reason that the question comes up. Maybe it does matter what language we start in. Read the rest of this entry »
English as an L2 in U.S. Schools
Posted by Elizabeth D. Peña in child bilingualism, ESL, in the news on March 12, 2009
There’s a very nice opinion piece in the NY Times on how to teach children who don’t speak English as a first language. Various perspectives are represented and these are based on available data. While I found the different viewpoint interesting and fact-based, the comments were less so. Comments for the most part were based on people’s own experiences and arm-chair analysis. Not that ones own experiences don’t count. But, an experience is only an n of one. We need facts and careful study based on larger numbers in order to develop policy and guidelines. For children in the process of learning a second language there are a number of factors that impact school success so that a one-size-fits all is probably not feasible. So, what is it we do know?
How proficient is proficient enough?
Posted by Elizabeth D. Peña in adult bilingualism, child bilingualism, ESL on March 6, 2009
The Des Moines Register had an article yesterday about a high school senior who refused to take the English language fluency test required for students who learned English as a second language. Her argument was that she was fluent in English and that this was evidenced by the fact that she has nearly a straight A average in courses that are taught exclusively in English. Her parents are immigrants from Laos but she was born in the U.S. While she learned Lao at home, she has likely been exposed to English her entire school career.
So, how long do you need, and when can yearly proficiency testing stop?