Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h85KUT703071; Fri, 5 Sep 2003 16:30:29 -0400 (EDT) Date: Fri, 5 Sep 2003 16:30:29 -0400 (EDT) Message-Id: <20030905143954.M2746@slc.k12.ut.us> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: "kate.diggins" <kate.diggins@slc.k12.ut.us> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9424] RE: Illiteracy X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Open WebMail 1.61 20020204 Status: O Content-Length: 3816 Lines: 83 Thanks, Kevin! One of the things I'm enjoying so much since joining this list-serve is finding out about the latest research. I appreciate your sharing that with me. ---------- Original Message ----------- From: Kevin Rocap <krocap@csulb.edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Sent: Fri, 5 Sep 2003 14:39:58 -0400 (EDT) Subject: [NIFL-ESL:9423] RE: Illiteracy > Dear Kate, > > Actually that is a piece of received wisdom that may need to be > reassessed (not ignored or rejected as I think it makes good sense > from a sociocultural point of view). > > Recent learning and brain research suggest, for instance, that kids > can learn two language simultaneously and keep them straight > (maintain code integrity, if you will); basically the different > languages (with a small "l") are treated I suspect as Language (with > a capital "L") resources by the child and there is no evidence, to > my knowledge, that one is needed before the other can be introduced. > > Of course with regard to second language learners of English in the > U.S. we have other sociocultural issues to take into account. Such > as if we want the parents to be a strong positive influence on the > child's life it is likely important to help maintain the strongest > "mother tongue" linkages between parents and child (even as English > is acquired as well). Also, we have the issue of dominant and > subordinate languages > (the fact that kids may be surrounded by English in the media, in > society, etc., but based on their own first language likely have > fewer opportunities to use and maintain that - language loss). > Since, of course, we do have the benefit of research that > demonstrates greater cognitive flexibility for children who know two > or more languages it is important to design programs that promote > additive rather than subtractive bilingualism (adding English, not > losing L1). Also, it is likely that with regard to a child's > *identity* formation (e.g., self-esteem, self-efficacy, etc.) I > imagine that it is detrimental to not get early and high-quality > validation of their home language use in the school environment. > How is the child to make sense, for instance, of all "official" > practices denying the value of their own parents' language? > > Also, I'd venture to say that your point may still hold for some > issues like learning to read. While it seems from research to be > true that a child can acquire two or more languages simultaneously > there may be something to be said for developing strength in reading > in one language and then transferring the skill. Though we do know > that it is helpful, even if a child is learning to read in English > in school for parents to read to/with a child regardless of the > language to learn certain reading strategies. So I'm afraid I don't > know the current best answer in this regard. > > What I believe is true, Kate, is that IF a child has a rich first > language that many of the skills of that language use are indeed > transferable in the process of acquiring/developing another > language. And I would venture to say that your statement holds true > for *adults* who would benefit from having a rich first language, > since they may not have the benefit of as malleable and formative a > brain in later years in order to create all of the extra neural > pathways for acquiring the new one. (but I don't know of specific > brain research in this vein) > > In Peace, > K. > > kate.diggins wrote: > > >On the other hand, childen need a rich first language. Without that, there > >would be a lack of cognitive "hooks", metaphorically speaking, on which > >to "hang" second language. > > > > > > > > ------- End of Original Message -------
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