Bilingual preschoolers have been found to be better able than their monolingual peers at focusing on a task while tuning out distractions. Other research suggests that bilingualism may
Child Development The followings are the findings and my response to the research paper. Studies have shown that bilingual individuals consistently outperform their monolingual counterparts on tasks involving executive control. These individuals are typically not selected for a preexisting talent or interest, confusing the direction of cause and effect in the previous literature. In the vast majority of cases, they become bilingual through life circumstances. The key to understanding how bilingualism affects minds and brains is in the surprising, but well-documented, finding that both languages of a bilingual speaker are constantly active to some degree, even in strongly monolingual contexts where there is no reason to expect to use one of the languages.
There are assessments when a child is aged between 2 and 3 years and at the end of the academic year when they turn 5. The assessments are based on EYFS practitioners’ observations. Information from the assessments is used for parents, practitioners and teachers to support children’s learning and development. The 7 areas that early years learning concentrates on are: * communication and language * physical development * personal, social and emotional development * literacy * mathematics * understanding of the world * expressive arts and design Teaching is often done through play, where the child learns about subjects and other people through games. At the end of the academic year when a child turns 5, the practitioner records each child’s development by watching the child playing and in the classroom.
Some people with a mild learning disability can talk easily and look after themselves, but take a little longer than usual to learn new skills. Others may not be able to communicate at all and have more than one disability. The unit I work within has a mixture of children with mild and moderate learning disabilities. There are some children with Autism who are unable to communicate fully through speech and therefore Makaton (a form of sign language) is used and some of the children within our class setting have more behavioural needs rather than an actual learning disability. CCLD FP OP 3.3.
(Thomas & Collier, 1997) and ( Lindholm-Leary, 2000) • Two-Way or Dual Language Immersion Bilingual Education. These programs are designed to help native and non-native English speakers become bilingual and bi-literate. Dual Language programs are less common in US schools, although research indicates they are extremely effective in helping students learn English well and aiding the long-term performance of English learners in school. Native English speakers benefit by learning a second language. English language learners (ELLs) are not segregated from their peers.
Studies have shown that beginning a well-planned bilingual education program before a child is five can have multiple benefits including delaying the possible onset of Alzheimer’s and enhanced awareness of and ability to manipulate sounds. A well-planned program for bilingual education can make it easier for these children to function with others outside of those that speak their native language, and also lead to more children of minority ethnic groups in the US enrolling in college. This could further translate to a larger pool of skilled workers in the workforce. And since the minority population of the US is now more than one-third of the total population, with more than 20% speaking a language other than English at home (“State & County QuickFacts”), how we choose to integrate children that speak a language other than English has potentially far-reaching consequences for our society as a whole. There are several types of bilingual education programs.
The purpose of this paper is to explain the different effects that bilingualism affects cognitive processes, specifically language development. When talking about how bilingualism affects language development, we are speaking of cognitive implications. Bialystock and Hakuta (as cited in Seifert, Hoffnung, & Hoffnung, 1997) found that when children learn two languages equally well, and both languages are treated with respect among parents, teachers, and friends alike, the child's cognitive development is improved. Apparently, if the child is able to use both languages interchangeably, then they are considerably
How about the influence of the teacher? Suppose it just so happened that the teacher in the small class is much better than the teacher in the large class and this is the reason why the students in the smaller class did well. The 'type of teacher' becomes an intervening variable because it was an important factor that was not initially considered by the researcher. Suppose that there were two different types of books used or two different types of curricula used? Suppose it just so happens that the students in the small class happen to be smarter than those in the large class?
Field (1988) agreed with their findings and found that children who had been in full time day care were more aggressive towards their peers. However other studies show that day care doesn’t necessarily cause children to be more aggressive, but it can be the other way round as some home-reared children are seen to be more
In a transitional bilingual program, the student's primary language is used as a vehicle to develop literacy skills and acquire academic knowledge. It is used to develop literacy and academic skills in the primary language Two-Way or Dual Language Immersion Bilingual Education. These programs are designed to help native and non-native English speakers become bilingual and biliterate. The two-way bilingual immersion program has 90% of the instructions in grade K-1 in minority language which is less supported by the broader society and 10% in the majority language . This proportion gradually changes in the majority language until the curriculum is equally divided in both the language by 5th grade.