Considerations for Intervention: What Transfers?.

Considerations for Intervention: What

Transfers?

Overview

• Cultural perspectives on child rearing

• Task translation and development• Implications for intervention

• Language organization in bilingual children

• MLE & DA with children from diverse backgrounds

Cultural Perspectives

• Individualism-Collectivism Model (based on the work of Patricia Greenfield & colleagues)

• Different pathways through childhood• Contrasting cultural models of development and socialization• Cultural collisions• How to reduce cross-cultural value conflict and misunderstanding in

assessment

Different Pathways Through Childhood

• Initial Training– 1996• 7 bilingual Spanish-English teachers• Workshops videotaped

• Shift to participant-researchers, 1997-2001

• Bi-monthly meetings provided opportunities to apply and research framework

• Extension of framework

Bridging Cultures Project

What do you think of this way to feed a child…

What do you think of this way to feed a child…

Individualism---CollectivismUS Mainstream

Culture

• Independence and individual achievement

• Physical world, private property, and objects out of context

• Promotes individual needs, self-expression, personal choice

Many Immigrant Cultures*

• Interdependence, family, group success

• Social world, shared property, objects in social contexts

• Promotes norms, respect for authority, elders, & group consensus

*70% according to Raeff

• These pathways describe emphases and ideals, not absolutes – we all are both individuals and members of a group.

• Therefore, relative collectivists meet relative individualists in a myriad of institutions

• The difference between the two parties’ values that causes the conflict, not the absolute level

• What happens when the two perspectives come in contact in daycare center and early childhood education?

Cultural collisions in early care and development

What about goals for intervention?

• Typical goals for language intervention

• What kinds of goals you might see on an IEP• Think about what kinds of skills would be important for

children with LI or other special needs to develop

Goal for Socialization

Individualistic

Autonomy & skill development (choice)

Collectivistic

Interdependence & closeness

Helping & being helped

Goal for Socialization

Individualistic

Factual knowledge for its own sake

Collectivistic

Narrative knowledge with a social purpose

Put it together

• How can we develop goals in way that honors family wishes

Cultural Context

• Interaction with language content…• What transfers between languages?

Theoretically drivenSpanish/English as an example

Intervention in Two LanguagesLanguage x Context Interaction

What’s hard in each language?

• Spanish• Articles• Progressive• Preterite• Clitics • Subjunctive• Complex verbs forms• Conjunctions

• English • Plural –s• Possessive –s• Present tense • Third person singular • Progressives• Copulas• Auxiliary do +

negatives• Passives• Complex verb forms • Conjunctions

• How to build on what children do already?

• How to take cultural orientation into account?

• How to take language child uses into account?

• What might you address in L1, L2 & both

• How does this happen if you don’t speak the language?

Application

• Direct instruction of linguistic elements + genuine practice

• Separate practice + content specific instruction

• Support teaching in one language by providing instruction in the other language

Best practices to support academic achievement

• Multiple sources of information about words and structures of interest

• Build on knowledge base by accessing familiar knowledge

• Provide non verbal support (visual representation)

• Teach on topic for extended period of time building complexity - Prereview / review

Best practices to support academic achievement

MacWhinney’s Unified Model

competition

resonancechunking

storagecuesarenas

codes

Challenges in L2 Learning

• Entrenchment• Misconnection• Parasitism• Negative transfer• Isolation

Entrenchment

• Pairing form and meaning incorrectly• Incorrect “template”• Production of immature forms for longer period of time

Misconnection

• Difficulty recognizing relationships across sentence forms or semantic concepts

Parasitism

• L1 loss before L2 well established• Rapid increase in L2• Rapid decrease in L1• May be accelerated for children with LI

Negative Transfer

• L1 rules applied to L2• Difficulty knowing which forms are similar (different)

Bilingual knowledge –shared & unique?

L1 specific

L2 specific

Common knowledge

Language & Literacy Together

• Based on “Early Interventions in Reading/Intervenciones Tempranas de la Lectura” by Vaughn & Linan-Thompson, SRA

• Designed as tier-2 intervention (K-3 curriculum)

• 5 components• Phonemic awareness• Phonics• Fluency• Vocabulary • Comprehension• Writing

Why EIR with BLI?

• Reading and literacy– academic success• Phonemic awareness• Comprehension

LTT Enhancements

• Lexical-Semantic concepts• Morphosyntactic comprehension and production• Story grammar

• ALL WITHIN BOOK ACTIVITIES

• Lexical-semantic concepts• Increase vocabulary breadth and depth• Maximize transfer through use of cognates• Provide repeated opportunities for exposure• Practice of words and their meaning

Language & Literacy together

• Morphosyntactic comprehension & production• Common general goals• Realized differently for each language


Goal Spanish English

Tense marking • Past• Present• Imperfect(esp. plural forms, e.g., come-comen)

• Past• Present

(regular & irregular forms)

Noun-phrase elaboration La casa roja(mark number and gender)

The red house

Prepositional phrases Cerca del lago Near the lake

• Story Grammar• Character(s)• Setting• Initiating event (problem)• Plan• Attempt (to solve the problem)• Internal response • Consequence


Lesson example:Gorilla book (family theme)Rules: Eyes on me, make sure you can see. When I call your name, then you’ll answer. When someone else is talking we’ll listen and learn.Discussion of why we are meeting. We’ll learn more about letters, how letters make sounds. We’ll learn new words, what they mean, and how to use them in sentences.


• Know, Learn for Expository Text (comprehension strategy)• First we are going to look at the cover of the book. What do we already know

about gorillas? • KW of gorillas (Know, Want to know– chart)

[Look through the book and make predictions]

• Prompts: What do you think that you will learn? What do you think this will tell us?

• Expository organization:This book has chapters, titles, and pictures. Let’s look through the book and find them. What do these tell us about the story? [Expand KW based on pictures and headings]

• Read first few pages of book


• Vocabulary lesson. Now we’re going to look at some special words from our story and figure out what they mean. [Present written cards for each word and Look up the words in the story.]

• Model: “This word says ‘forest.’ Can you tell me something you know about forest? [xxx] Let’s use the Vocabulary Monster to help us figure out some more things about the word ‘forest ‘

1. What is it? It’s a place with a lot of trees2. What’s it like? Its’ very green; it’s pretty; it’s clean; 3. What’s IN it? Some animals live in forests; sometimes there are rivers or creeks; plants live in forests; insects, birds, etc. live in forests4. What can you do there? Go camping, hiking, picnic

Language & Literacy together1st Session Target Words: forest • stem • feels • upset

• Guided Practice: Now, let’s think about another word. Here’s ‘stem.’ [show written card] Can anyone tell me something they know about ‘stem’? [xxxx] A stem is a part of a plant that holds the leaves, branches, flowers or fruit. Look at this picture (show a picture of a plant), can you help me find the stem? Point to the stem.

• How can we describe the word stem so we can figure out what it means?

1. Tell me again, what is a stem? [part of the plant that holds the leaves, branches…]2. What does it look like? (scaffold as necessary)3. Where can we find it?4. Why do gorillas eat stems? *relating it back to story


Semantic Map: • You’re doing great! Now we’re going to draw a picture with all the words

we’re using to describe our vocabulary words. The next word is ‘feels.’ Let’s draw a circle with this word in the middle. Then, we’re going to draw more circles with words that describe ‘family.’


Grammar Lesson:• Stories are interesting because they help us find about things or people

or they tell us about what happens to things or people. Do you remember what today’s story was about? [gorillas] That’s right, it was about gorillas. (open the book and read through page 4)


Grammar Lesson:• If I said:

• Look at these• They live there• They’re big• They walk

• What is wrong with that? (not interesting, we wouldn’t know what the gorillas are called or very much about them)


Grammar Lesson:• We use nouns to talk about specific things. Let’s read some more

sentences from the book and see if we can find some specific names. (Read the first page of the story (p. 4) again and identify names)

Gorillas, Ape, Family, Forest, Body, Legs, hands, feet


Grammar Lesson:• Let’s practice making up some parts of a story that have specific names

for things. (Start with objects for cloze task)• Gorillas eat ______ (leaves, wood, apple, flowers, insects, snails)• Gorillas look at _____ (trees, balls, the sun, orange, rock)

• We can use nouns for the person or animal who does things. *action pictures from story• Gorillas eat sticks (p. 5)• Gorillas make faces (p. 6)• Gorillas dance (p. 7)• Gorillas carry babies 9p. 8)• Gorillas walk (p.9)• Gorillas eat in the kitchen (p. 10)


• Retell Story


Questions/Comments

• My Blog:http://2languages2worlds.wordpress.com/

Thank you

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Date post:	26-Dec-2015
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Considerations for Intervention: What Transfers?.

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