One child two languages a guide

One Child, Two Languages SECOND EDITION A Guide for Early Childhood Educators of Children Learning English as a Second Language Patton O Tabors Forewords by Mariela M Páez and Catherine E Snow Praise for One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language, Second Edition ‘‘Relevant, timely, and practical I recommend this book for teachers of young children and for anyone interested in second language learning in early childhood.’’ —Elizabeth D Pen˜a, Ph.D., Professor, Department of Communication Sciences and Disorders, The University of Texas at Austin ‘‘This newly revised and expanded edition once again establishes it as the book that all early childhood students and professionals who work with young children must read should be owned by all prospective and current teachers of young children.’’ —David K Dickinson, Ed.D., Professor and Interim Chair, Department of Teaching and Learning, Vanderbilt University ‘‘A comprehensive resource for educating young bilingual children truly valuable.’’ —Carol Scheffner Hammer, Ph.D., CCC-SLP, Associate Professor, Department of Communication Sciences and Disorders, The Pennsylvania State University ‘‘Even better than the first edition It provides innumerable practical suggestions, with back-up from research, for early childhood educators and trainers of early childhood educators on all aspects of the early education of ELLs.’’ —Fred Genesee, Ph.D., Professor, Department of Psychology, McGill University ‘‘Enhanced to provide future and practicing teachers with more effective research-based practical examples useful to those who work in classrooms with children who speak one language other than English as well as those in classrooms with children of many different language backgrounds.’’ —Andrea DeBruin-Parecki, Ph.D., Associate Professor, Early Childhood, Old Dominion University ‘‘Comments from students are consistently positive about this text! They express appreciation for the practical approach of the author, the glimpses into real classrooms and lives of young children learning English, and strategies that work.’’ —Karen Stanley, Ph.D., Birth–Kindergarten Coordinator, The University of North Carolina at Pembroke ‘‘An important contribution to the field that will provide valuable insights into how best to address the needs of linguistically and culturally diverse children and their families in the early years.’’ —Sonia W Soltero, Ph.D., Associate Professor and Director, Bilingual-Bicultural Education Program, DePaul University ‘‘A complete view of the needs of young children learning English as a second language My students can easily relate the principles and strategies that Tabors presents to their own clinical learning experiences.’’ —Karen A Carrier, Ph.D., Associate Professor, Literacy Education; Coordinator, Project QUILL, Northern Illinois University One Child, Two Languages SECOND EDITION This page intentionally left blank One Child, Two Languages SECOND EDITION A Guide for Early Childhood Educators of Children Learning English as a Second Language by Patton O Tabors, Ed.D Cambridge, Massachusetts Baltimore • London • Sydney Paul H Brookes Publishing Co Post Office Box 10624 Baltimore, Maryland 21285-0624 USA www.brookespublishing.com Copyright 2008 by Paul H Brookes Publishing Co All rights reserved ‘‘Paul H Brookes Publishing Co.’’ is a registered trademark of Paul H Brookes Publishing Co., Inc Typeset by Maryland Composition, Inc., Laurel, Maryland Manufactured in the United States of America by Versa Press, Inc., East Peoria, Illinois The photographs in Chapter 11 are courtesy of Jeanne M De Temple All other photographs in the book and on the cover were taken by Patton O Tabors All of the individuals in this book have been given pseudonyms to protect their privacy Purchasers of One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language, Second Edition, are granted permission to photocopy and/or print out the Parent Questionnaire (Appendix A on pages 212–215 of the book), the Observing Children Learning English (OCLE) checklist (Appendix B on pages 218–222 of the book), and the study guide activities and forms (pages 223–243 of the book) for educational purposes The Parent Questionnaire, the Observing Children Learning English (OCLE) checklist, and the study guide activities and forms may not be reproduced to generate revenue for any program or individual Photocopies and/or printouts may only be made from an original book Unauthorized use beyond this privilege is prosecutable under federal law You will see the copyright protection line at the bottom of each photocopiable page Library of Congress Cataloging-in-Publication Data Tabors, Patton O One child, two languages : a guide for early childhood educators of children learning English as a second language / by Patton O Tabors — 2nd ed p cm Includes bibliographical references and index ISBN-13: 978-1-55766-921-6 (pbk.) ISBN-10: 1-55766-921-X (pbk.) Second language acquisition I Title P118.2.T325 2008 2007031425 372.652’1044—dc22 British Library Cataloguing in Publication data are available from the British Library 2017â•… 2016â•… 2015â•… 2014â•… 2013 10â•…â•… 9â•…â•… 8â•…â•… 7â•…â•… 6â•…â•… 5â•…â•… 4â•…â•… Contents About the Author ix Foreword to the Second Edition Mariela M Pa´ez xi Foreword to the First Edition Catherine E Snow xv Preface xix Acknowledgments xxi Chapter One Introduction Part One Chapter Two Chapter Three Chapter Four Chapter Five The Second-Language–Learning Child’s Task Two Portraits: Juliana and Byong-sun 23 Getting Started in a Second Language 37 Speaking a Second Language 55 Individual Differences in Second-Language Learning 71 Part Two The Teacher’s Role Chapter Six Using Information, Communication, and Classroom Organization to Support SecondLanguage Learning 85 Chapter Seven Using the Curriculum to Facilitate Second-Language and -Literacy Learning 105 Chapter Eight Working with Parents of SecondLanguage Learners 125 Chapter Nine Assessing the Development of SecondLanguage Learners 143 Chapter Ten Developing Effective Early Childhood Programs for Second-Language Learners 171 Part Three Internationally Adopted Children Chapter Eleven What to Expect, How to Help 185 References Appendix A Appendix B Study Guide Index Permissions 203 Parent Questionnaire 211 Observing Children Learning English (OCLE) 217 223 245 255 vii This page intentionally left blank About the Author Patton O Tabors, Ed.D., retired in 2005 as Principal Research Associate at the Harvard Graduate School of Education Prior to beginning her doctoral studies at the Harvard Graduate School of Education in 1981, Dr Tabors was an elementary school teacher and a childbirth educator Her doctoral studies focused on first- and second-language acquisition in young children Her dissertation research described the developmental pathways of a group of young children learning English as a second language, which she later wrote about in the first edition of One Child, Two Languages (Paul H Brookes Publishing Co., 1997) From 1987 until 2003, Dr Tabors was the research coordinator of the Home–School Study of Language and Literacy Development in collaboration with Catherine E Snow and David K Dickinson She and Dr Dickinson co-edited Beginning Literacy with Language: Young Children Learning at Home and School (Paul H Brookes Publishing Co., 2001), which was based on the study’s findings about the relationship between early childhood interactions and kindergarten language and literacy skills More recently, Dr Tabors co-authored, with Catherine E Snow, Michelle V Porche, and Stephanie R Harris, Is Literacy Enough? Pathways to Academic Success for Adolescents (Paul H Brookes Publishing Co., 2007), which explains factors beyond K–3 literacy that influenced students’ later school success in the Home–School Study of Language and Literacy Development Dr Tabors also directed research related to low-education and lowincome mothers reading to their preschool-age children as part of the Manpower Development Research Corporation evaluations of two welfare-to-work projects—New Chance and JOBS—and was the director of research for the Harvard Language Diversity Project, a subproject of the New England Research Center on Head Start Quality, directed by Dr Dickinson In 2000, Dr Tabors became the principal investigator of a longitudinal project, the Early Childhood Study of Language and Literacy Development of Spanish-Speaking Children, which followed a sample ix Enter examples of activities that support the categories in Column I, and enter examples of what children have learned in Column II I II What Teachers Do What Children Learn Alphabet Knowledge Activities that target letter recognition: To identify the letters of the alphabet: Phonological Awareness Activities that emphasize the sounds that make up words: To identify the sounds that make up words: Book and Print Concepts Activities that show how books look and how they work: Vocabulary Knowledge Activities that emphasize words and their meanings: Discourse Skills Activities that encourage telling stories, explaining how the world works, or building a fantasy world: What the contents of a book are, including where the print is and where the book starts and ends: That there are lots and lots of words that are used for talking, writing, and reading: To use these more sophisticated oral language forms: Reprinted by permission from Office of Head Start, “Language and Literacy for All Children,” Head Start Bulletin, No 74, Washington, DC Department of Health and Human Services, Administration for Children and Families, 2002 In One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language, Second Edition, by Patton O Tabors (2008, Paul H Brookes Publishing Co., Inc.) Study Guide Literacy Activities Checklist, Part Study Guide Literacy Activities Checklist, Part Enter examples of activities that support the categories in Column I, and enter examples of what children have learned in Column II I II What Teachers Do Alphabet Knowledge Activities that target comparing alphabets or writing systems in other languages: Phonological Awareness Activities that present the sounds of other languages: What Children Learn That other languages have different alphabets or writing systems: That other languages have different sounds but all languages use sounds to make words: Book and Print Concepts Activities that show how books written in other languages look and how they work: That books may look quite different and even be read in a different way if they are written in other languages: Vocabulary Knowledge Activities that emphasize that there are words in other languages that mean the same thing as words in English: That other languages use different words for the same object or concept: Discourse Skills Activities that demonstrate that other languages have similar forms, although they may seem a bit different: That these or similar forms exist in other languages as well: Reprinted by permission from Office of Head Start, “Language and Literacy for All Children,” Head Start Bulletin, No 74, Washington, DC Department of Health and Human Services, Administration for Children and Families, 2002 In One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language, Second Edition, by Patton O Tabors (2008, Paul H Brookes Publishing Co., Inc.) Project #3 Project #2 Project #1 Action What you want to do? People Who will you involve? Duration How long will it take? One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language, Second Edition, by Patton O Tabors Copyright © 2008 Paul H Brookes Publishing Co All rights reserved Resources What will you need? Goal What you want to achieve? Outcome What did you achieve? Choose three aspects of your practice with second-language–learning children that you would like to work on Make a plan for each of these aspects in terms of the categories below Fill in the categories as you implement the plan Goals Chart Study Guide This page intentionally left blank Index Tables, figures, and footnotes are indicated by t, f, and n, respectively Accent, 50–51 Activity time, conversations during, 105, 107–110 Additive versus subtractive bilingualism, 179–180 Adjustment process, 90 Adoption, see Internationally adopted children Age, 50–51, 78–79 Alphabetic principle, 119 Assessment of internationally adopted children, 191–195, 192f, 194f, 196t–197t, 197–198 Assessment of second-language learners case study, 163–169 cognitive, social-emotional, and physical development, 147–148 cultural differences and, 150, 172, 175, 182 deciding what to assess, 146–147 developmentally appropriate, 143–146 dual-language assessment, 152–158, 154f, 155f, 156n, 158f, 159f, 160f, 161f home language development, 147, 148–149, 152–158, 154f, 155f, 156n, 158f, 159f, 160f, 161f with Observing Children Learning English (OCLE), 152, 218–222 second-language development, 149–152 using information from, 158–163 Attachment or separation problems, 90, 189 Attention getting, 42–43 Babbling, 7–8, 185 Background information cultural and linguistic, 86–89 of internationally adopted children, 187–191, 190t Parent Questionnaire (PQ) to collect, 89, 176, 212–215 BELA, see Bilingual Early Language Assessment Biculturalism of teachers, 177–178 Bilingual classrooms description of, 3t, 4–5, 137–139 motivation to learn and, 76 nonverbal period in, 40 Bilingual Early Language Assessment (BELA), 156–158, 156n, 158f, 159f, 160f, 161f Bilingualism assessment dual-language, 152–158, 154f, 155f, 156n, 158f, 159f, 160f, 161f importance of, 147 second-language, 149–152 benefits of, 12, 131–132, 180–181 home language use and, 4, 55 internationally adopted children and, 186, 191 subtractive versus additive, 179–180 of teachers, 177–178 Books activities to promote concept of, 119, 120 home language vocabulary and reading, 162 reading time for, 105, 110–111, 120 selection of, 110–111, 123 Buttressed communication, 91–92, 108 California Early Language Development Assessment Process, 149–152, 150n CDIs, see Mac-Arthur-Bates Communicative Development Inventories Circle time curriculum and, 105–106, 114–116 examples of, 19, 164–165, 166–167 245 246 Index Classrooms bilingual, 3t, 4–5, 40, 76, 137–139 English as a Second Language (ESL), 134 English-language, 3t, 5–6, 16–19, 39–40, 90 home language use in, 3t, 4, 106–107, 122, 123, 128 language and literacy in, 106–107 parents included in, 122, 123, 125–129, 176 routines in, 97–99, 115, 117, 160–161 safe havens provided in, 96–97 second-language composition of, 85–86 settings for English language learners in, 3–6, 3t small-group activities in, 99–100, 110, 120 support from English-speaking children in, 100–103, 101t, 118–119 see also Curriculum; Early childhood programs; Educational programs for second-language learners Cognitive and social strategies, 71–75 see also Individual differences in second-language learning Cognitive capacity assessment of, 147–148 of internationally adopted children, 199–200, 201 second-language learning and, 78 Communication, nonverbal, 41–45 see also Nonverbal period Communication with secondlanguage learners buttressing communication, 91–92, 108 combining techniques, 95–96 expanding, extending, and repeating, 92–93 starting out, 89–91 talking about here and now, 93 upping the ante and fine-tuning, 94–95 see also Social and linguistic constraints of secondlanguage learners, minimizing Culture assessment and, 150, 172, 175, 182 background information on, 86–89 development and, 8–9, 171–173 early childhood programs and, 171–173, 178–181 home language use and, 133–136, 176–177 learning and, 172 multicultural classrooms and, 100–101, 101t parents in classrooms and, 126–128, 176 professional preparation and, 177–178 working with children and, 174–176 working with families and, 176–177 Curriculum assessment and, 159–162 instructional strategy examples, 160, 161, 162 at Language Acquisition Preschool (LAP), 116–119 literacy and, 106–107, 119–123 for oral language development activity time, 105, 107–110 book-reading time, 105, 110–111, 120 circle time, 19, 105–106, 114–116, 164–165, 166–167 outside time, 105, 113–114 snack and lunchtime, 105, 111–113 second-language learning facilitated by, 124 Data gathering in the nonverbal period, 47–50 Development cultural considerations in, 8–9, 171–173 home language use and, 130 of literacy for second-language learners, 119–123, 136 National Association on the Education of Young Children (NAEYC) statement on, 106 Index see also Classrooms; Early childhood programs; Educational programs for second-language learners; Language, development; Second-language learning Developmentally appropriate practice, 143–146, 173, 181 Discourse skills acquisition of, 9, 10f definition of, description of, 119, 121 dilingual, 38–39 in home language, 132 of internationally adopted children, 198, 199–200, 201 storytelling in different languages and, 123 Dramatic play, 118, 121, 162 Dual-language assessment, 152–158, 154f, 155f, 156n, 158f, 159f, 160f, 161f Dual-language programs, Early childhood educators, see Teachers Early childhood programs cultural considerations in, 171–173, 178–181 families and, 1–2, 176–177 for internationally adopted children, 198–200 professional preparation for, 177–178, 181–182, 225–235, 236–239, 240–243 recommendations for, 178–181 research conducted in, 16–20 settings for second-language learners in, 3–6, 3t working with children in, 174–176 see also Classrooms Early Childhood Study of Language and Literacy Development of Spanish-Speaking Children, 154–155, 155f Educational programs for secondlanguage learners after-school programs, 136, 137 criteria for, 140–141 English as a Second Language (ESL) support and, 139–140 247 first-language programs, 3t, 4, 137 home language and, 107, 138, 140 recommendations concerning, 162 transitional bilingual programs, 137–139 two-way bilingual programs, 5, 139 weekend-school programs, 136, 137 see also Classrooms; Early childhood programs Emotional functioning, 147–148 English as a second first language case study, 185–186, 195, 197–198, 199f circumstances of, 190–191, 190t see also Bilingualism English as a Second Language (ESL) support, 134, 139–140 English-language classrooms description of, 3t, 5–6 example of, 16–19 low-demand situation in, 90 nonverbal period in, 39–40 English-language learners, see English as a second first language; Second-language learners; Second-language learning English-speaking children activities initiated by, 108–109 in bilingual programs, 138, 139 case study, 23–28 conversation with, 113 friendships needed with, 74 language development of, 7–11, 10f, 190, 190t partnering children with, 114, 138–139 reactions to second-language learners, 46–47 as second-language learners, 128 training for support from, 100–103, 101t, 118–119 ESL support, see English as a Second Language (ESL) support Expansion, 101–103, 101t Families, see Parents First language, see Home language 248 Index First-language programs, 3t, 4, 137 Formative assessment, see Assessment of internationally adopted children; Assessment of second-language learners Formulaic speech age and, 79 assessment of, 152, 220–221 description of, 56–59 example of, 65–66, 108–109 strategy use and, 73–74 Foster care, effect on language development, 187 Frames and slots approach, 59–60, 221 Free play period case study of English speaker, 23–28 case study of second-language learner, 28–34 example of, 18–19 Friendships with English-speaking children, 74 Grammar acquisition of, definition of, internationally adopted children and, 201 productive language and, 68 Head Start, 1, 2, 127–128 Hearing problems, 189 Home language assessment of, 147, 148–149, 152–158, 154f, 155f, 156n, 158f, 159f, 160f, 161f background information and, 88–89 bilingualism and, 4, 55 book reading and, 123, 162 classroom use of, 3t, 4, 106–107, 122, 123, 128, 137 culture and use of, 133–136, 176–177 discourse skills in, 132 educational programs and, 107, 138, 140 internationally adopted children and, 189–190, 190t linguistic circumstances and, 190, 190t literacy in, 107, 122 maintenance of, 107, 130, 131 parent questions about, 130–136, 176–177 routines and, 160–161 second-language learning and use of, 38–39, 55, 64, 174–176, 178–181 for starting with what children know, 89–90 vocabulary and, 131–132, 162 Home visits, 148–149 Imitating nonverbal behavior, 45–46 Immigrant families, 1–3 In-service activities and training, 181–182, 225–235 Inclusionary policy, 99–100 Individual differences in secondlanguage learning age, 78–79 assessment of, 157 exposure to second language, 77–78 motivation, 75–77, 80–81 overview of, 13–15, 81, 178 personality, 79–81 use of cognitive and social strategies and, 71–75 Initiation by English-speaking children, 101–103, 101t Instructionally embedded assessment, 151–152 International Reading Association (IRA), 106–107 Internationally adopted children assessment of language of, 191–195, 192f, 194f, 196t–197t, 197–198 background information for, 187–191, 190t case study, 185–186, 195, 197–198, 199f early childhood programs for, 198–200 recommendations for teachers on, 200–201 Intonation, 51–52 Index Invented sequences in nonverbal period, 51 IRA, see International Reading Association Isolation, social, see Social and linguistic constraints of second-language learners 249 in home language, 107, 122 internationally adopted children and, 200, 201 language development and, 10–11 Lowering the affective filter, 103 see also Classrooms Lunchtime, conversations during, 105, 111–113 Joking in nonverbal period, 45 Language development culture and, 8–9 of first language, 7–11, 10f, 190, 190t home language use and, 130–136, 176–177 of internationally adopted children, 189–190, 190t literacy and, 10–11 of second language, 11–14, 37, 63–66, 178, 190, 190t settings for, 3–6, 3t theories on, 179–180 of families that have immigrated to the United States, 1–3 productive, 59–63, 66, 68, 79, 152, 221–222 school, 198, 199–200, 201 storytelling and, 123 telegraphic and formulaic speech, 55–59, 65–66, 73–74, 79, 108–109, 152, 220–221 Language Acquisition Preschool (LAP), 116–119 Language Development Survey, 191, 192, 193 LAP, see Language Acquisition Preschool Learning, 106–107, 172 see also Second-language learning Letter recognition, 119 Linguistic constraints of secondlanguage learners, see Social and linguistic constraints of second-language learners Literacy in classrooms, 106–107 development for second-language learners, 13–14, 119–123, 136 MacArthur-Bates Communicative Development Inventories (CDIs), 153, 193, 194f, 195, 196t–197t Motivation for second-language learning, 75–77, 80–81 Multilingual and multicultural classrooms, 100–101, 101t Multiple-container theory, 179–180 Mute period, see Nonverbal period NAEYC, see National Association for the Education of Young Children Narrative summaries in assessment, 160, 161–162 National Association for the Education of Young Children (NAEYC) on assessment, 144–146, 152–153 on cultural diversity, 173–181, 174n on development and learning, 106–107 Negatives use, 63, 66 Nonverbal period age and, 78 data gathering in, 47–50 description of, 37, 39–40 example of, 68, 91 imitating nonverbal behavior in, 45–46 internationally adopted children and, 200 motivation and, 76 nonverbal communication in, 41–45 personality and, 79–80 social consequences of, 46–47 sound experimentation in, 50–53 upping the ante in, 94 250 Index Observing Children Learning English (OCLE) blank checklist, 218–222 description of, 152 Omega children, 34–36 Oral language development, see Curriculum, for oral language development Orphanage care, effect on language development, 187–189 Outside time, conversations during, 19, 105, 113–114 Parent Questionnaire (PQ) for background information collection, 89, 176 blank form, 212–215 Parents answering questions of child abandoning home language, 133–136, 176–177 child progress in class, 129–130 educational program selection, 136–141 language to speak at home, 130–133, 176–177 assessment information shared with, 162 background information from, 88–89, 176, 212–215 concerns of, 15 including in classroom, 122, 123, 125–129, 176 recommendations for working with, 176–177 vocabulary information collection by, 194–195 Past tense, use of, 63 Personality and second-language learning, 79–81 Phonological awareness, 120–121 Phonological control, 50–51 Phonology, Physical development assessment, 147–148 Play case study of English speaker, 23–28 case study of second-language learner, 28–34 dramatic, 118, 121, 162 in free play period, 18–19 scripted, 118 social and linguistic constraints in, see Social and linguistic constraints of secondlanguage learners with words, 60–61 PQ, see Parent Questionnaire Pragmatics, Preschool educators, see Teachers Preschools, see Early childhood programs Preservice activities and training, 181–182, 225–235 Print concepts, 119, 120 Private speech in nonverbal period, 48–50, 79–80 Productive language age and, 79 assessment of, 152, 221–222 description of, 59–63, 66 grammar and, 68 Professional development, see Staff development Pronouns, use of, 62–63 Protesting in nonverbal period, 44–45 Questions, use of, 63, 66 Reading activities for second-language learners, 119–123 at book-reading time, 105, 110–111, 120 home language vocabulary and, 162 internationally adopted children and, 200, 201 language development and, 10–11 selection of books for, 110–111, 123 Recasting of events, 101–103, 101t, 117 Referrals, for intervention, 162–163 Rehearsing in nonverbal period, 48–50 Rejection period, 40 see also Nonverbal period; Social and linguistic constraints of second-language learners Index Request clarification by Englishspeaking children, 101–103, 101t Requesting in nonverbal period, 43–44 Responding to Linguistic and Cultural Diversity-Recommendations for Effective Early Childhood Education, 173–181, 174n Risk taking in second-language learners, 73, 74, 80–81 see also Individual differences in second-language learning Routines during circle time, 115 home language and, 160–161 at Language Acquisition Preschool (LAP), 117 to promote group membership, 97–99 Running commentary, 108 Safe havens, 96–97 School language, 198, 199–200, 201 Scripted play, 118 Second-language learners background information on, 86–89, 176, 212–215 case studies, 1, 17t, 28–34 culture and, 174–176 curriculum for, see Curriculum educational settings for, 3–6, 3t, 190, 190t English speaker as comparison, 23–28 English-speaking child as, 128 in Head Start, language acquisition by, see Second-language learning literacy development for, 119–123, 136 omega children, 34–36 receptive abilities of, 50 routines and, 160–161 study on, 16–20 see also Assessment of secondlanguage learners; Educational programs for second-language learners; Home language; Social and 251 linguistic constraints of second-language learners Second-language learning comprehensible input and, 175 curriculum facilitation of, 124 developmental sequence in, 37, 63–69, 178 educational settings for, 3–6, 3t, 190, 190t see also Assessment of secondlanguage learners; Early childhood programs; Educational programs for second-language learners factors affecting age, 78–79 exposure to second language, 77–78 motivation, 75–77, 80–81 overview of, 13–15, 81, 178 personality, 79–81 use of cognitive and social strategies, 71–75 home language use and, 38–39, 55, 64, 178–181 internationally adopted children and, 189 literacy and, 13–14 nonverbal period age and, 78 data gathering in, 47–50 description of, 37, 39–40 example of, 68, 91 imitating nonverbal behavior in, 45–46 motivation and, 76 nonverbal communication in, 41–45 social consequences of, 46–47 sound experimentation in, 50–53 upping the ante in, 94 productive language use, 59–63, 66, 68, 79, 152, 221–222 sequential versus simultaneous acquisition, 11–14 telegraphic and formulaic speech, 55–59, 65–66, 73–74, 79, 108–109, 152, 220–221 theories of, 179–180 Separation or attachment difficulties, 90, 189 252 Index Sequential second language acquisition, 12–14 Silent period, see Nonverbal period Simultaneous second language acquisition, 11–12 Single-container theory, 179–180 Small-group activities, 99–100, 110, 120 Snack time, conversations during, 105, 111–113 Social and cognitive strategies, 71–75 Social and linguistic constraints of second-language learners assessment and, 146–147 case study illustrating, 28–34 English speaker as comparison, 23–28 minimizing inclusionary policies, 99–100 parents in classroom, 125–129 routines, 97–99, 115, 117, 160–161 support from English-speaking children, 100–103, 101t, 118–119 working with children, 174–176 see also Classrooms; Curriculum; Teachers mistaken meaning and, 59, 65–66, 98, 99 nonverbal period and, 46–47 omega children and, 34–36 parent questions about, 129–130 in sociodramatic play, 118, 121 strategy use and, 71–75 Social interaction assessment of, 147–148, 152, 220–221 friendships with English-speaking children, 74 support from English-speaking children, 100–103, 101t, 118–119 see also Play Sound experimentation, 50–53 Spanish-speaking children dual-language assessment of, 153–155, 154f, 155f formulaic speech of, 58 in Head Start, home language classroom of, home language use in home and, 132 individual differences in, 71–72, 75 in two-way bilingual program, 5, 139 see also Second-language learners Spectating in nonverbal period, 47–48, 49 Speech, see Formulaic speech; Language; Telegraphic speech Staff development culture and, 181–182 guided activities for, 225–235, 236–239, 240–243 Storytelling in different languages, 123 Strategies, social and cognitive, 71–75 Study guide forms, 240–243 preservice and in-service guided activities, 225–235 questionnaires, 236–239 Subtractive versus additive bilingualism, 179–180 Teachers activities directed by, 108 bilingualism and biculturalism of, 177–178 communication with secondlanguage learners starting out, 89–91 techniques for, 91–96, 108 gathering background information, 86–89, 187–191, 190t internationally adopted children and, 187–191, 190t, 200–201 organizing classrooms routines, 97–99, 115, 117, 160–161 safe havens, 96–97 small-group activities, 99–100, 110, 120 support from English-speaking children, 100–103, 101t, 118–119 Index preparation and staff development for, 177–178, 181–182, 225–235, 236–239, 240–243 see also Classrooms; Curriculum; Early childhood programs; Educational programs for second-language learners Telegraphic speech, 55–56, 73–74 Themes, as language opportunities, 116–117 Transitional bilingual programs, 137–139 Translation services, 88–89 Two-way bilingual programs, 5, 139 Upping the ante, 94 Verbs, use of, 63 Vocabulary assessment of, 152, 153, 154–155, 155f, 194–195, 218 253 book reading and, 162 clarification about, 66, 67–68 communication with secondlanguage learners and, 92, 93, 95 curriculum and activity time, 107, 108, 109–110 book-reading time, 111 circle time, 115 literacy development, 119, 120–121, 123 snack and lunchtime, 111 definition of, dramatic play and, 162 growth of, 191, 192f home language and, 131–132, 162 internationally adopted children’s development of, 191–192, 192f, 193f, 194f, 201 productive language and, 68 telegraphic speech and, 56 Word play, 60–61 This page intentionally left blank Permissions This book is an expansion of an earlier chapter by Tabors, P., & Snow, C.E (1994) English as a second language in preschools In F Genesee (Ed.), Educating second language children: The whole child, the whole curriculum, the whole community(pp 130–125) New York: Cambridge University Press Portions of the chapter have been reprinted throughout the book with the permission of Cambridge University Press The cartoon ROSE IS ROSE by Pat Brady, which appears on page 9, is reprinted by permission of United Feature Syndicate, Inc.; ROSE IS ROSE  United Feature Syndicate, Inc The extracts on pages 34 and 35 are from Garnica, O (1981) Social dominance and conversational interaction: The omega child in the classroom In C Wallat & J Green (Eds.), Ethnography and language in educational settings (pp 229–252) Norwood, NJ: Ablex Publishing; reprinted by permission Copyright © 1981 by Ablex Publishing Reproduced with permission of ABC-CLIO, Santa Barbara, California The quotations on pages 58, 61, 71–72, 72, 80, and 80–81 and the social and cognitive strategies that appear on pages 72–74 are reprinted from Wong Fillmore, L (1979) Individual differences in second language acquisition In C.J Fillmore, D Kempler, & W.S-Y Wang (Eds.), Individual differences in language ability and language behavior (pp 209–218) New York: Academic Press; reprinted by permission Copyright Elsevier (1979) The position statement quotations that appear on pages 106, 107, 144, 145, 145–146, 152–153, 174, 175, 176, 177, 178, and 181 are copyright  National Association for the Education of Young Children 255 ... line at the bottom of each photocopiable page Library of Congress Cataloging-in-Publication Data Tabors, Patton O One child, two languages : a guide for early childhood educators of children learning... ethnically marked minorities such as African Americans, Latinos, and Asian Americans Immigrant children and their families have played a significant role in this demographic transformation and... Simultaneous acquisition of two languages occurs when children are exposed to both languages from a very early age, sometimes as a result of each parent speaking a separate language with the child