Amanda's Tab

Hello everyone! Here are some tid-bits of information from me to you:

This is my first semester at BSU. I transferred from another great Idaho school- UofI. :) I know there is this big rivalry, but both require many late nights of little sleep, so both are equal in my book. I joined the Alpha Gamma Delta sorority at UofI and have had an amazing time being a part of such a great sisterhood! Sororities are not the typical stereotype you see on tv- there are many great experiences I have had being an Alpha Gam.

My mom, sister, brother, and I are all super close. We have taken many adventurous road trips together and have explored many regions across the U.S. I grew up in Missouri and moved to Idaho in 2001. When we first moved here we shared a 2 bedroom cabin, complete with the bathroom/kitchen- haha. But I had some of the funnest times there.. we even found a secret sledding hill. :)

I love doing anything outdoors like swimming, biking, dancing (not professionally!), tubing, running on a nice day, going to a park/beach, going to the zoo, and recently snowboarding! I have been working on my lack of snowboarding skills and I can now go down the mountain without out taking out a few kids with me. ;) I also have been working on my cooking skills with the help from my roommate, Ryan. I can now make a few good dishes, but I'm much better at dessert.

But when I grow up in about 3 years, I plan to be a Physician's Assistant. I love taking care of people and I feel this is a great opportunity to help people. Overall i'm a pretty happy person and like to go have a good time doing anything. For example- my friend Samantha and I like to drive around blaring our favorite tunes and belting out the lyrics!

So I hope you enjoy this fun blogging experience, I plan to do the same!

Development of Second Language

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.

Patton Tabors is a research associate at the Harvard Graduate School of Education and has been the research coordinator of the Home-School Study of Language and Literacy Development since 1987. She aims 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.

Tabors first explains to the reader the current learning environments that attempt to cater to the needs of the second-language learner. They include: the first-language classrooms, bilingual classrooms, and English-language classrooms. The rest of this article provides knowledge to educate the second language learner which can be used in each setting.

Before the new language is understood and grasped, a child will proceed through a series of developmental steps. Once a child discovers the language they know does not allow them to communicate properly in the classroom, they enter a nonverbal period. In this stage a child will use emotions and physical motions to communicate. Next the child will begin to use telegraphic language, which are one-word usages of the new language. Finally productive use of the new language is achieved; although it may not be, and most often is not, grammatically correct.

Tabors also expresses how four intrinsic factors may play a major role in this development. These factors include motivation, exposure, age, and personality.

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 (in the classroom). This is achieved by structuring classroom organization by the means of setting up a routine and providing safe haven. Formation of various language techniques is also essential. Using “toddler talk”, a buddy-system, keeping a running commentary, and using repetition are all skills that will enhance the learning environment for a second language learner. Sharing the non-English speaking child’s culture to the class provides support. Working with parents also helps establishes a helpful support system.

The explanation of the series of steps a child undergoes in the process of learning a new language is quite interesting, as well as helpful to the reader. By being able to identify these different stages, an educator will be more capable of assisting the child with their language learning needs. From my view, learning techniques and tools can be developed for each stage and administer to the child. In this way the learning process may be accelerated, and isolation (physically and mentally) can be kept at a minimum.

The degrees of support covered in this article are important for the educator to acknowledge. In this way the foundation for proper education for second language learning children can be properly structured. This will lead to an all around enhanced learning environment for those who can and cannot speak English.

Learning English itself provides a challenge; however, learning English as a second language forms many more road blocks. With millions of children needing to acquire this language skill, proper education of the educator is highly needed.

After reading this article, I would like to investigate if setting up a classroom to benefit those children who don’t speak English creates a positive or negative effect on native English speaking children. Is it better to have a split classroom with both types of students, or should two separate classrooms be constructed?