module 1 cultural

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Rasmussen College, Florida *

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EC100/EEC1

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Linguistics

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Dec 6, 2023

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docx

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1 Module 01 Written Assignment - Cultural Effects on Learning Sherrie Luhrman Rasmussen University COURSE#:EC241/EEC2213 Section 01 Language and Literacy Acquisition Angela Clair 10/10/2022

2 Cultural Effects on Learning Culture affects how children learn and develop language skills in the classroom. The four common language domains: reading, writing, listening, and speaking, and strategies, childhood educators can use to help ensure children of families from diverse cultures are successful in these areas are the topics I will be discussing in this paper. READING One strategy located within the language domain that promotes the language and literacy development of young language learners would be reading, Providing Non-English materials whenever possible to support a child’s first language while they learn to speak English is an effective strategy Families should be encouraged to read and talk to their children in their native language. Encourage parents to talk and read to their children in their home language as a way of strengthening children's language skills. Incorporate children's home language in the classroom when possible. Songs and videos can be used effectively for this purpose if teachers do not speak their students' language. WRITING Writing encourages the development of language and literacy skills in young language learners. Early childcare providers should encourage students to begin writing as soon as possible. Teachers can help students expand their print knowledge by involving them in writing activities that begin with drawing and scribbling. As children learn to write letters, they will be able to recognize their names, classroom signs, and labels. Implementing "pretend" reading and writing, games and other activities help children identify the letters of the alphabet and provide interactive experiences with language and print through

3 poems, nursery rhymes and songs. This helps children understand the relationship between spoken language and print SPEAKING English language learners need lots of opportunities to engage in social interactions with other children, as they develop the language skills early childhood educators can use the following strategies to promote social interaction, For group activities, pair English language learners with children who have strong English language skills, and make sure that all the children who speak the same home language are not grouped together ,provide opportunities for self-directed activities so that ELLs can choose activities that match both their interests and their language abilities (Bunce & Watkins, 1995). Encourage child talk by providing prompts when children need help in expressing themselves. Another effective strategy would be for the teacher to explain activities that are taking place in the classroom while they are taking place in order to expose children to language associated with the immediate context. LISTENING Phonological awareness can be promoted in early childhood classrooms through activities such as listening to and creating rhymes, word, and language games, and so on. Later, you can promote more advanced skills such as phonemic awareness, which is the understanding that spoken words/speech can be broken down into even smaller units (phonemes) the benefits children receive through this is learning to recognize rhyming words, listening for syllables within words, learning to recognize beginning sounds in words, matching those sounds to letters. Much attention has been given to the persistent achievement gap between English language learners and their English-speaking peers. Unfortunately, by the time children arrive in kindergarten, differences in foundational language and literacy skills have often already set the stage for this disparity in achievement (Miller & Garcia, 2008). The good news, however, is that recent research has shown that

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