Dual Language Learners

In the article Learning Words for Life Promoting Vocabulary in Dual Language Learners, the authors present recommendations for promoting vocabulary during read aloud and conversations in early childhood. Gillanders, Castro, & Franco state that it is critical to teach vocabulary to young dual language learners for their learning in school. DLL refers to dual language learners that are under the age of 6 years-old who are acquiring two or more languages simultaneously and learning a second language while continuing to develop their first language (L1). “Spanish and English measures of vocabulary in preschool predict word reading skills in first and later grades” (Gillanders, Castro, Franco, 2014 ). The earlier children are taught and exposed

Young children learning a second language follow a consistent developmental sequence. Each child’s progression may vary. Children start by using their L1 language exclusively. This is followed by a nonverbal or silent period. This is the time when the child listens to and observes other who speak English. They also rely on gestures to communicate. The next phase is when the child will speak using one or two word phrases in English to communicate basic needs and to get involved socially. Gradually the student will start using more complex language. Finally, they will start to construct more original sentences in English and become more fluent. “Teachers working with DLLs will be more effective if they are able to find a balance between supporting children’s attempts to use the second language and challenging them to acquire more complex and sophisticated uses of the new language”, (Gillanders et al.,

Make sure that when presenting that it is presented that the students understand the definitions by showing objects, using facial expressions, showing the word written even if the students aren’t reading yet. It is important when choosing the words that they are connected to the overall unit or topic. Incorporate culturally relevant thematic units and books. This will help bridge a relationship between home and school. Encourage the students to retell and dramatize the stories after the book has been read several times. Depending on which phase of learning English the degree may vary. They may be able to use words or they may be able to only act out a part with actions. Choosing books with repetitive words or phrases will help those who are just at the beginning phase. Teaching core vocabulary groups before reading the story aloud will allow the student the chance to know what the material and book will be about. It will give the teacher to make sure that the DLLs understands the core vocabulary words. This will prepare the student and give them a chance to be a more active listener when the story is