1.+Language+Development



** By Katherine, **** Sara, **** Paul ** //**Research**//

Bialystok, E (2008). Second-language acquisition and bilingualism at an early age and the impact on early cognitive development. //Encyclopedia on early childhood development//. Retrieved from []

Bilingualism and second language acquisition in children was previously believed to have to had a detrimental affect on their cognitive development and educational success. However, a study that compared bilingual students to their monolingual peers found three important findings: Bilingual students have a large advantage over their monolingual peers when it comes to problem solving; they can focus on information that is pertinent to the problem while disregarding any ambiguous information. This article is important because the number of English Language Learner’s is on the rise and it is almost certain that educators will have students in their classroom whose first language is not English. Therefore, being aware of how our students language backgrounds can affect their development will enable educators to teach ELL”s more effectively. //(Sara)//
 * 1) When compared to the vocabulary of their monolingual peers, bilingual students had smaller vocabularies in each of their two languages but their understanding of linguistic structure was equal to, or better than, the monolingual students.
 * 2) The acquisition of literacy skills depends on the relationship between the two languages and the proficiency in the second language, but the bilingual students do not demonstrate any inadequacy in this area compared to their monolingual peers.

Kuhl, P. (2003). Born to Learn: Language, Reading, and the Brain of the Child. Retrieved from []



In this article, Dr. Patricia Kuhl is interested in the relationship of early language learning and the role of the brain. This relationship changes how people look at a child’s development. Researchers have discovered that learning begins in the first few months of life before speech. This is a critical developmental period for reading readiness. Language is made up of consonants and vowels that make up words. Hearing the differences in sounds is an important and necessary skill for reading. Our ears have been trained to hear distinctions in our own language/culture. Infants are able to hear all sounds but in order to learn a language, infants must learn the sounds used in that language. By age of 6 months, infants recognize the sound used in their language. By the age of 9 months, sounds become words. Infants ignore sounds that are not used in their language. Dr. Kuhl study focused on what happens if we expose American infants to a new language during a period of rapid learning. Study results proved that language is learned through human interaction known as “motherese” or “parentese,” which is using “baby talk” to infants. Other studies showed that children who have the ability to distinguish sounds early have greater reading ability. The article’s goal is to raise awareness that talking, reading, and playing with children are crucial for development. Policies should be made to aid early learning. //(Katherine)//

Kuhl, P. (2011). Bilingualism is good brain exercise for kids (and adults). //NBC news education nation//. Retrieved from []

The brains of bilingual individuals are required to switch back and forth between languages which serves as a type of exercise that can help keep the brain functioning at higher levels for longer periods of time. A study conducted at the Washington’s Institute for Learning and Brain Science’s made two important findings: the brains of bilingual babies stayed open to learning for longer periods of time than the brains of monolingual infants and bilingual individuals have cognitive advantages over monolinguals related to problem solving, self control, and decision making. This video is important for educators because it offers advice for teachers who are working with bilingual students: provide children with daily experiences in their native language, share materials in the students native language as it helps strengthen their language and vocabulary development, and use an assortment of words. //(Sara)//

Language and cognition. Twice blessed Bilingual babies are precocious decision-makers. (2009). //The Economist//. Retrieved from []

A study was conducted to figure out what is going on in a bilingual child’s brain, how being bilingual affects the way a child may think and how it may be beneficial. Two researchers named Agnes Kovacs and Jacques Mehler argue that bilingual children have accelerated cognitive development and the reason why is that they need to manage which language they are dealing with. The part of the brain that the two researchers examine is the “executive function.” This part of the brain is responsible for organizing and switching tasks. The researchers focus group was composed of 20 monolingual babies and 20 bilingual babies. In this study babies were trained to expect the appearance of a puppet on a screen after they heard a set of meaningless words invented by researchers. Then the words and location of the puppet were changed. Monolingual babies had difficulties with the switch. However, bilingual babies were able to switch their attention with more ease. This study proves that before a child is able to speak, a bilingual environment will help accelerated the development of the brain. This accelerated development is seen on children who come from bilingual homes were both languages are spoken. It remains unclear if the results would be the same if a child learns a language at home and another one in school. //(Katherine)//

Romeo, Ken. Krashen and Terrell’s “Natural Approach.” Retrieved from [|http://www.stanford.edu/~kenro/LAU/ICLangLi/NaturalApproach.htm#Acquisition-Learning]

This is a second language acquisition theory proposed by Steven Krashen and Tracey Terrell in 1983 that is not based on grammar but on communication instead. The teacher does not, under any circumstances, incorporate the native language in second language instruction. Instead, plenty of visuals and vocabulary will help students to learn naturally. It argues that uttering comprehensible sentences are more productive than striving to write grammatically perfect sentences. The theory was developed after extensive research and observation into how young children learn their first language. This process is undertaken through exposure and input and with the absence of grammar. The Natural Approach says that people learn best by constant communication, which naturally exposes them to content which is slightly beyond their current knowledge. Students use what they already know to help them learn what they don’t yet know. Once they learn a new word, they add it to their vocabulary bank and continue improving their language ability in this manner. //(Paul)//

YouTube video: The Natural Approach (Krashen) media type="youtube" key="eTVbdstastI" height="315" width="560"

Spinney, L. (2010, 16 November). Language Erosion in the Himalayas. Retrieved from [|http://www.independent.co.uk/environment/language-erosion-you-dont-hear-that-often-2134915.html]

This article discusses the seemingly inevitable death of languages. Researchers say that by 2100, at least half of the roughly 7,000 human languages that are currently spoken will cease to exist. It also discusses the importance of preserving language. It is feared that when a language dies, much more than a form of communication goes with it. Cultures, customs, ways of life, and even opportunities to further understand the inner workings of the human brain may slip away along with it. This supports the argument that a language is far more than a means of communication. Within each language lies identity, a sense of belonging, and even pride that people are adamantly willing to defend. //(Paul)//

YouTube- Khomani San- UNESCO Endagered Language

media type="youtube" key="lVMHtquHlTM" height="315" width="420"


 * //Issues//**

De Houwer, A. (1999). Two or more languages in early childhood: Some general points and practical recommendations. //Center for applied linguistics//. Retrieved from []



Many individuals have an inaccurate understanding of bilingualism and more specifically, bilingual children. Some of these misconceptions are as follows: parents choose to raise their children bilingually when in reality some children become bilingual because monolingualism is not an option, the children may speak one language at home and are exposed to a second at school. The use of two languages will cause a language delay or disorder yet many children grow up with several languages being used in their environments and exhibit no such inadequacies so being bilingual does not increase nor decrease the chance of having a language delay/disorder. Code-switching is a sign of confusion however being able to fluctuate back and forth between two different languages requires linguistic skills and the ability to keep one language separate from the other. Another misconception is that learning a new language comes easily to children and while it is true that children’s mind absorb information like a sponge, learning one language takes much time and effort so learning two languages is more work. This article is important for educators because all the statements mentioned above are fallacies. These are just a few of the many myths that exist pertaining to bilingualism and as educators we should be able to distinguish fact from fiction pertaining to the characteristics of our students. //(Sara)//

Kezwer, Paula.(1987). The Extroverted Vs. the Introverted Personality and Second Language Learning. TESL Canda Journal, v. 5 issue 1. Retrieved from []



This article addresses a question that is often on the minds of language teachers across the board: do extroverts learn a second language more effectively than do introverts? Teachers consider verbal participation to be important in all content areas, but does this really increase the rate at which a student learns a language? This article shares that the feedback on whether or not this is true is very mixed. The author examines a plethora of studies conducted on this topic and shares the different perspectives. The work goes on to further examine the very nuts and bolts of the question itself: how do we define introverts and extroverts? Can there be a universal definition of these two personality types, or is it relative? The article leaves no conclusions but does provide many avenues for further research. //(Paul)//

Wiley, T. (1997). Myth about Language Diversity and Literacy in the United States. //ERIC Digest.// Retrieved from [|http://www.economist.com/node/13489730 story_id=13489730&CFID=51380127&CFTOKEN=30148970]

In this article, the author focuses on four misconceptions about language diversity and literacy in the United States. The first language myth is that the English language is dying due to the numerous immigrants that are living in the United States. The United States has always been linguistically diverse and English has always been the dominant language. In the 1990 census out of 32 million people only 13.8% spoke another language and 1.8% didn’t speak English. The second myth is that the only value given to literacy is English literacy. Illiteracy amongst language minority speakers must be revalued. Limited proficiency in English does not equal illiteracy. The third myth is that English illiteracy is high because language minorities are not eager to learn English. Believers of this myth claim that the new wave of immigrants is different from the past. The new immigrants want to hold on to their native roots. However, data shows that adult ESL classes have a waiting period in a few states from 1-3 years. Lastly, myth number tells us that the best way to learn English is through English only instruction. Believers of this myth argue that raising children bilingually confuses them. Recent studies show that bilingual program is more effective than English only approach. Students who are taught in a bilingual program become more proficient in English. //(Katherine)//

//**Resources**//

Cook, V. (2010). The Relationship between First and Second Language Learning Revisited. //ERIC Digest//. Retrieved from []

In this article, the author provides information on instructional methods that are most effective for teaching young ELLs because young language learners have not fully developed native language on which to base the learning of the second. Teachers should support young ELLs by providing opportunities in both languages. This includes supporting different types of student engagement through conversation, media and books in native language. Teachers should reach out to parents and the community for volunteers that can help with native language support. Teachers should speak to parents to discover what is the best instructional method for their child. This helps build home-school relationships. Teachers should be well prepared in order to provide a good quality lessons with clear and appropriate goals. Hands on and group activities allows students to interact and learn at their own pace. By following the above suggestions, teachers will be able to provide a nurturing environment that aids linguistically diverse instruction. //(Katherine)//

Mufwene, Salikoko S. (2006, July). How Languages Die. Retrieved from []



This article discusses some major questions surrounding the concept of the death of a language. It uses an analogy of languages "going to war" to explain that some languages are phasing out others in global importance. Three major questions that author focuses on in this work are: The author focuses a good part of his discussion on asking whether or not certain languages are being modified to serve economic functions. For example, he shares, is the death of French as a lingua franca adversely affecting the French language as a form of communication between Francophiles, or are they completely unrelated to one another? //(Paul)//
 * 1) How do languages die and why?
 * 2) Does the endangerment of the lingua franca function (working language, such as English) of a language matter in the same way as that of its vernacular function (to all its speakers)?
 * 3) What form of globalization is the most lethal to marginalized or minority languages?

Purcell, J., Lee, M., & Biffin, J. Supporting bilingual children in early childhood. Retrieved from []

When working with young children who are English learners, it is important to find out about the student as an individual, as well as their family and culture. In doing so, educators can learn what the students interests are and what motivates them, then incorporate these into activities. Throughout these activities educators should model, repeat, use gestures, and visuals to support language development. This article is important for educators of ELLs because it discusses factors that can affect the rate of acquisition of English as a second language as well as what can be expected of children as they learn the second language. If educators are aware of these factors, then their expectations can be realistic. For example, students may go through a silent period in which they observe to take things in. It is important to allow the students to do so without pressure to speak. //(Sara)//


 * //Group Contributions//**

Each member of the Language Development group put in an equal amount of time and effort to enable the success of the project. Paul created the work spaces in google doc’s (Language Development Presentation and Project Powerpoint). Each member listed their sources in the Language Development Presentation and their rough draft of the slides they wished to use in the Project Powerpoint. Katherine set up, and hosted, a Webex conference that enabled the members to virtually meet and review the presentation, making any necessary changes prior to handing it in. Katherine also put together the final power point. Sara took on the role as the spokesperson, and maintained contact with Dr. Lemberger in regards to the project, as well as putting together the final annotated bibliography with the group’s information. The successful collaboration of all three members allowed for a smooth and enjoyable experience.