Categories

STUDENTS, english Language Learners

Areas

PRACTITIONER:group practice and professional learning, PRACTITIONER:inquiry on equity in schooling

Authors

Linda Espinosa

Published

2008

Publisher

Foundation for Child Development

Abstract

This review of research from a variety of disciplines about dual language development and the impact of different educational approaches for children ages three to eight runs counter to much conventional thinking.Scientific studies suggest that young ELL children are quite capable of learning subject
matter in two languages. In fact, they may benefit cognitively from learning more than one language. Transitioning from their first language to English before they have a firm grasp of their first language, usually by the end of Third Grade, may be detrimental in the long run. Early literacy skills learned in the home language do transfer to English. The children who were taught in English-only classrooms or transitioned to English instruction before they demonstrated well-established oral language abilities in their own language frequently never achieved high levels of English fluency and did not fare as well as
those who had the opportunity to learn in two languages. All children can benefit cognitively,
linguistically, and culturally, from learning more than one language.

Files

• http://ea.niusileadscape.org/docs/FINAL_PRODUCTS/LearningCarousel/MythsOfTeachingELLsEspinosa.pdf