Module 3

.docx

School

Rasmussen College *

*We aren’t endorsed by this school

Course

2213

Subject

Linguistics

Date

Apr 3, 2024

Type

docx

Pages

3

Uploaded by DoctorWalrus3748

Module 3 Written Assignment - Dual Language Learners Resia Moore Rasmussen University EC241/EEC2213 Section 02 Language and Literacy Acquisition Megan Feggestad 2/25/2024
A research based best practice that supports young dual language learners is using explicit vocabulary instruction to help DLL children learn unfamiliar words. Explicit vocabulary instructional strategies are beneficial because they help children learn a set of words that are useful in meaningful contexts. Vocabulary knowledge is deeper, longer lasting, and has more impact on later learning when the children tell you what the words mean; in their own way. There are 3 explicit vocabulary instructional strategies: Book Embedded Vocabulary Instruction, Network Activities, and Category Activities. All three strategies include repeated exposure to words, kid friendly definitions provided by the teacher, and labeling the target word for the child first instead of having the children guess the word. Book Embedded Vocabulary strategy is composed of four parts: pre-planning, pre-teaching target words, first encounter of the target words, and second encounter of the target words. An example of this is in a toddler classroom during story time. The teacher will select books that relate to a theme being taught. Teacher will select target vocabulary words within the book that supports the children's understanding. Teacher will then need to plan the child like definition of each target word and where they will pause during the story to briefly redefine the words. I would also encourage my coworker to encourage the kind of sustained back-and-forth conversations that build language skills. Teachers should pair dual language learners with a buddy and do “turn and talk” activities. Hae the children share with a buddy instead of the entire group. Pairing dual language learning students with another child who speaks their native tongue whenever possible is beneficial to both children. Letting DLL’s participate by using the language they are most comfortable speaking (regardless of the activity) will increase their self-confidence and help lay the groundwork for successful language acquisition. How can this be implemented
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