Week 3 – Assignment 1
The Dual-Language Dilemma
[WLOs: 1, 4] [CLOs: 1, 2]
To prepare for this assignment,
Read the example of Erin’s language development at the beginning of Chapter 9;
Complete the Language Development Self-Check;
Read Many Languages, One Classroom (Oliva-Olson, Espinosa, Hayslip, and Magruder, 2018); and
Find at least one scholarly, peer-reviewed, or other credible source of information on dual-language learning.
As highlighted in this week’s readings, approximately 20% of U.S. children speak a language other than English (Berk, 2013). In fact, nearly 40 states reported districts that received Title III funding who were implementing at least one dual-language program in the 2012 to 2013 school year (U.S. Department of Education, Office of English Language Acquisition, 2015). Consequently, early childhood professionals need to understand the progression of language development for typically developing children as well as that of children who are dual-language learners.
With that in mind, imagine that you are an early educator working in a toddler classroom preparing for Parent and Teacher conferences, and Erin—described in Chapter 9—is in your class. It’s been your practice to write a developmental summary to collect your thoughts in anticipation of the conversation you will have with each family. In this developmental summary, reflect on how you will discuss Erin’s language development given that her parents have decided to teach Erin both English and Spanish.
Think about and develop a two- to three-page essay on the dual-language dilemma supported with research findings from your text and at least one additional credible resource. Address the following:
Develop a research-based argument on whether it wise or unwise for Marilyn and Oscar to promote bilingualism.
Discuss Erin’s mixing of the two languages, indicating if it is the result of confusion or something else.
Outline what Erin’s family should expect regarding the impact of dual-language learning on her academic achievement.
Explain how the trajectory of language development (i.e., phonological, semantic, grammatical, and pragmatic) is different when students are learning more than one language.
Compare how the age at which a child learns a second language impacts the course of language development.
The Dual Language Dilemma Assignment
Must be two to three pages in length.
Must include a separate title page with the following:
Title of paper
Course name and number
For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).
Berk, L. E. (2013). Child development (9th ed.). Retrieved from https://content.ashford.edu
Chapter 6: Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives
Chapter 7: Cognitive Development: An Information-Processing Perspective
Chapter 9: Language Development
Oliva-Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2018/2019). Many languages, one classroom. Teaching Young Children, 12(2), 4-7. Retrieved from https://www.naeyc.org/resources/pubs/yc
The full-text version of this article is available through the ProQuest database in the Ashford University Library. This article provides information about effective strategies for teaching in classrooms with children who speak multiple languages and will assist you in your Dual-Language Dilemma assignment this week.
Virtual Lab School. (n.d.). Cognitive development: Infant block play (Links to an external site.). Retrieved from https://stream.virtuallabschool.org/cognitive/3545/3545-480.mp4
Centers for Disease Control and Prevention. (2018, February 22). Basic Information (Links to an external site.). Retrieved from https://www.cdc.gov/ncbddd/childdevelopment/facts.html
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