Dual Language Dilemma

DUAL LANGUAGE DILEMMA 1

Dual Language Dilemma

Child Development ECE 332

DUAL LANGUAGE DILEMMA 2

Dual Language Dilemma

Erin’s parents were wise in the decision to promote bilingualism. Erin’s father was so excited to hear her words of “done”, “mama”, “dada”, “please”, “thanks”, and “sure” (Berk, 2013). He became overjoyed with compassion to share his native language of Spanish with his daughter. I believe all parents strive to give their children the very best (love, education, stability etc). In teaching his native language to Erin, I believe he may have felt that she would benefit by speaking Spanish to help her become a well rounded individual, and to share the native language and culture within his household.

Erin was engaging in code switching, Berk (2013) states, “producing an utterance in one language that contain one or more “guest” words from the other—-without violating the grammar of either language”. I believe there wasn’t any confusion on Erin’s behalf of mixing the two languages. Erin was able to speak, recognize, and name various things in both language without difficulty, due to the determination of her father and help from her mother. As her teacher I would request a parent-teacher conference, with her parents so that I can gather information or ideas about activities I can incorporate on how to keep consistency of helping Erin with the dual languages (Oliva-Olson, Espinosa, Hayslip & Magruder, 2018). These activities include playing music/singing songs, add books (especially in the child’s native language) in all centers, have puppet shows, puzzles, and play the child’s favorite games (Bonfiglio, 2017).

DUAL LANGUAGE DILEMMA 3

I would encourage the other children to help with making Erin feel welcomed in the classroom greeting her in Spanish upon arrival in the morning “Buenos dias (good morning) and “como estas?” (how are you)? Erin’s family would be proud of her academics because they gave her the experience/opportunity to learn both languages at an early age. (Berk, 2013).

Phonological development refers to the structure and speech sounds (Berk, 2013). Some activities that can help with enhancing for dual learners would be listening to different sounds such as use picture cards, rhyming, and singing songs. The semantics development refers to the vocabulary or the translation of words (Berk, 2013). Word bingo, matching game (word cards and picture cards) and have the child read book aloud to a friend. Grammar development refers to the children blending/using the words correctly in a complete sentence (Berk, 2013). Some activities cut out picture post throughout the classroom, place the child in small groups with peers, and allow the child to speak, write in their native language so that they have some sort of comfort. The pragmatics development refers rule to the engaging if usage of correct language (Berk, 2013). Engage in conversations with the children, give detail description about activities or objects, and engage in activities that interest them.

DUAL LANGUAGE DILEMMA 4

References

Berk, L.E. (2013). Child development (9th ed.). Retrieved from https://content.ashford.edu

Bonfiglio, C. (2017). 25 ways to boost the minority language for bilingual kids. Retrieved from https://bilingualkidspot.com

Oliva-Olson, C., Espinosa, L.M., Hayslip, W., & Magruder, E.S. (2018/2019). Many languages, one classroom. Teaching Young Children, 12 (2), 4-7. Retrieved from https://www.naeyc.org

DUAL LANGUAGE DIELMMA 1

DUAL LANGUAGE DIELMMA 1

DUAL LANGUAGE DIELMMA 1