Amanda's Revised Bibliography

Tabors, Patton O (11/1998). "What Early Childhood Educators Need to Know: Developing Effective Programs for Linguistically and Culturally Diverse Children and Families.". Young children (0044-0728),53 (6), p. 20.

Overall the purpose of this article is to inform educators of the tools for successfully helping children who don’t speak English as their primary language, learn English as a second language in the classroom. Tabors enlightens the reader of the developmental stages second-language learners proceed through in the classroom. She also describes the type of support that should be provided by the teacher in order to foster successful learning of the new language.

Before a new language is understood and grasped, a child will proceed through a series of developmental steps. It is helpful for the educator to be able to identify these progressions in a child so they know how to help a child along the way. Children will begin in a nonverbal period, and will use emotions and physical motions to communicate. They may get mad or sad, so it’s helpful to offer emotional support. As children begin to learn “concise, often one-word [usages] of the language,” also known as telegraphic language, reinforcing correct word usage fuels the learning process (Tabors). Finally productive use of the new language is achieved, and continued encouragement to communicate is recommended.

The main topic covered in this article is how an educator can support the learning of a second language in a non-English speaking child, specifically in the classroom. This is achieved by structuring classroom organization. Setting up a routine gives children an idea of how each day will run. Providing a safe haven allows a place for children to escape the demanding environment, or simply observe others. Other methods of support that are important for an educator to acknowledge. “Toddler talk” presents simplicity and allows them to understand English. A buddy-system fosters social contact. Keeping a running commentary and using repetition are other skills that will enhance the learning environment for a second language learner. Sharing the non-English speaking child’s culture to the class and working with parents also helps establishes a helpful support system. Using these communication tools help form an enhanced learning environment. In this way a strong foundation for learning English can be properly structured.

With millions of children needing to learn English as a second language, proper education of the educator is highly needed. Support is the biggest feature a teacher can provide. From my view, having a ‘toolbox’ with learning techniques and types of support specified for each development stage will help the educator help the child. In this way the learning process may be accelerated, and isolation (physically and mentally) can be kept at a minimum.

After re-reading this article I wonder how a child would be affected if classmates supported them, or if classmates did not support them.