Strategies Teachers and Families Can Use to Support Home

STRATEGIES TEACHERS AND FAMILIES CAN USE TO SUPPORT HOME

LANGUAGE MAINTENANCE FOR EARLY ELEMENTARY STUDENTS

Anastasia Marie Redemann

A capstone submitted in partial fulfillment of the requirements for the degree of Masters of Arts in English as a Second Language.

Hamline University

Saint Paul, Minnesota

August 2018

Primary Advisor: Melissa Erickson Peer Reviewer: Jeremy Morgan and Daniel Sullivan Content Reviewer: Kerry Young

Research Question

This project provides two resources: one intended for teachers and one intended for families listing the reasons why home language maintenance is important and strategies to support home language maintenance based on the research question: What are strategies teachers and families can use to support home language maintenance for early elementary students? These resources can be used to as starting point for discussion and collaboration on how to best support students.

Project Description

This project is comprised of two different, related resources which are intended for different audiences. Both resources are online tools that can be shared either electronically or printed and shared. The first resource, a Google Slides presentation, is intended for other elementary teachers, both mainstream teachers and English language teachers. The benefit of this resource for teachers is a concise, research-based explanation of the benefits of multilingualism and the impact of language loss and a list of specific strategies they can try in their classroom.

The Google Slides presentation introduces the learning targets of the presentation in slide four and revisits them at the end of the presentation on slide twenty. The intended outcome of the presentation is that teachers will be able to describe why students should maintain their home languages and that teachers will be able to list ways in supporting students in maintaining their home languages. These outcomes will be assessed with the

Google Form at the end of the presentation.

Additionally, the Google Slides presentation was framed by Knowles’ (1992) principles of adult learning. Knowles’ (1992) principles of adult learning include “that the learners be active participants in the process of inquiry” and “that the process should start with and build on the backgrounds, needs, interests, problems, and concerns of the participants” (p. 11). Based on these principles, the presentation was created to incorporate times for active reflection and connection to the audiences’ teaching practices and opportunities for questions. In the presentation, there are four slides that ask the audience to turn and talk with a partner with guiding questions that encourage active reflection on the information presented. Additionally, there is an opportunity for questions and one of the questions in the Google Form offers the audience an opportunity to share their concerns and ask additional questions.

The second resource, a Google Doc handout, is intended for families of early elementary students who speak a language other than the dominant language of society,

English in this context, at home. The benefit of this resource for families is a concise explanation of why they should support home language maintenance and specific strategies of how they can do so that they are able to access and use immediately.

Project Content

The Google Slides presentation includes speaker notes and is organized, as follows:

1. Introduction: topic title

2. Introduction: statistics about the number of students who speak more than one

language nationally and in Minnesota

3. Introduction: our school’s statistics on the number of EL students

4. Learning targets: description of what teachers will learn in this presentation

5. List of terms: explanation of terms used in the presentation

6. Importance of home language: two Ted Talks by young people explaining the

importance of their home languages to them and the impact of home language

maintenance

7. Turn and Talk: reflection on the videos

8. Benefits of Multilingualism: overview

9. Benefits of Multilingualism: explanation of cognitive benefits of multilingualism

10. Benefits of Multilingualism: explanation of academic benefits of multilingualism

11. Benefits of Multilingualism: explanation of emotional and behavioral benefits of

multilingualism

12. Turn and Talk: reflection on the benefits of multilingualism

13. Impact of Language Loss: explanation of the impact of language loss on families

and individuals

14. Overview of Factors that Support Home Language Maintenance

15. Overview of Barriers to Home Language Maintenance

16. Turn and Talk: reflection and connection to teaching practice

17. Specific Strategies Teachers can use to Support Home Language Maintenance in

School

18. Ideas for Collaboration between Teachers and Families

19. Overview of Strategies Families can use to Support Home Language

Maintenance: inclusion of a link to the Google Doc handouts for families

20. Review of Learning Targets: restatement of learning targets and opportunity for

questions

21. Questions: opportunity for questions

22. Google form: audience assessment of effectiveness of the presentation

23. References

24. References

25. References

26. References

27. References

28. References

The Google Doc handout is concise and focuses primarily on specific strategies families can implement with their children to support home language maintenance. There is two versions of the document: the first will have sections one through four and the second will have sections one through five. One of the major language backgrounds of the families at my school is Spanish. The Google Doc handout will include:

1. Summary of Benefits of Multilingualism

2. Summary of the Impact of Language Loss

3. Overview of Factors that Support Home Language Maintenance

4. Strategies for Families of all Language Backgrounds, including resources such as

how to find books in different languages at the library and questions to ask

children while reading together

5. Specific Resources for Spanish-Speaking Families

In summary, the project includes two resources with reasons why it is beneficial to support home language maintenance and strategies to support home language maintenance for early elementary students. The first resource, a Google Slides presentation, is intended for teachers and the second resource, a Google Doc handout, is intended for families.

Links to Resources

The resource for teachers can be accessed through the following link: https://docs.google.com/presentation/d/12aNCO-qspmkO1dz2orSSdwrwDGiHqPjUFRc6 mdS6Ghk/edit?usp=sharing

The resource for families of all language backgrounds can be accessed through the following link: https://docs.google.com/document/d/1LffnhCUwulQ3ZWNqPF9uzkRkHk14n51_YSIi4Z nd1bc/edit?usp=sharing

The resource for Spanish-speaking families can be accessed through the following link: https://docs.google.com/document/d/18eRg2d6iOinBFVEKOW6qDY5tVMdVGRLYEtt

X99VXFFA/edit?usp=sharing

Resource for Teachers

Resource for Families of All Language Backgrounds

Home Language: the language you speak with your family, the first language learned

What are the benefits to How can I support my knowing more than one children in practicing our language? home language? 1. Ability to get to know and talk 1. Create a family language 1 policy--when will you use the with more people 2. Possibility of more job home language? What are your opportunities or higher pay in goals for your children in 7 the future2 learning your home language? 3. Greater connection with home 2. Use the home language: culture3 ● Write to family members 4. Cognitive abilities-- greater ● Find a community of people who ability to focus on specific also speak the home language things and to set goals and ● Read together or tell stories reflect on them4 ● Talk through routines or actions 5. Academic ● Ask your children questions achievement--advantages in while reading learning about language, words, ● Listen to music or books and reading skills5 ● Play online literacy games 6. Emotional and behavioral ● Correct your children if they 8 advantages6 make language mistakes

How can losing their home What supports home language language affect my children? maintenance? 1. Lose connection to family 1. Positive attitudes towards the 9 members or culture home language12 2. Feelings of shame or failure10

1 Kroll & Dussias, 2017 2 Kroll & Dussias, 2017 3 K roll & Dussias, 2017 4 Blom, Boerma, Bosma, Cornips, and Everaert, 2017; Friesen, Latman, Calvo, & Bialystok, 2015; St Clair-Thompon & Gathercole, 2006; Blair & Peters Razza, 2007; Moffit, Arseneault, Belsky, Dickson, Hancox, Harrington, & Caspi, 2011; as cited by Goriot, Denessen, Bakker, & Droop, 2016, Goriot, Denessen, Bakker, & Droop, 2016 5 Cha, Goldenberg, & Graham, 2015; Bylund, Abrahamsson, & Hyltenstam’s study, 2012; Hammer, Davison, Lawrence, & Miccio, 2009; Mancilla-Martinez, & Lesaux, 2011, as cited by Cha et. al, 2015, p. 937; Kaushanskaya & Marian, 2009; as cited by Kroll & Fricke, 2014, p. 923; Snow, Burns, and Griffin, 1998, as cited by Anderson, Anderson, & Sadiq, 2017, p. 645,; Palacio & Kibbler; 2016; Hsin & Snow, 2017 6 Han & Huang, 2010 7 K ang, 2015 8 DeHouwer, 2015; Eisenchlas, Schalley, & Moyes, 2016; Guardado, 2002; Ijalba, 2015; Lai, 2009; Letsholo, 2009; Pacini-Ketchabaw et al., 2001; Wong Fillmore, 2000 9 Hinton, 1999b; Wong Fillmore, 2000 10 Guardado, 2002; Hinton, 1999b

3. Questioning identity and impact 2. Places and people to use the 11 on self-esteem home language13 3. Time to listen, speak, read, and write in the home language14

Resources

Finding books in my home Questions to Ask Your language: Children While Reading: 1. Visit the library website: *Ask the questions in your home https://www.hclib.org/ language! 2. Click on “Advanced Search” *Have your children respond in under the search bar your home language! 3. Scroll to the middle of the page 1. What do you think this book will under “Limit my search by” be about? 4. Under the “Language” options, 2. What do you think will happen choose your home language next? This will allow you to see books, CDs, 3. What do you see in the pictures? and movies only in your home language! 4. Who is your favorite character? 5. How would you describe this Library Events for Spanish, character? Somali,and Hmong Speakers: 6. Why do you think the character 1. Visit the library website: did that? https://www.hclib.org/ 7. How is the character feeling? 2. Click on “Events” at the top of 8. Where does this story happen? the page 9. Would you want to be in the 3. Scroll to the bottom of the page story? Why or why not? and under “Languages” click your 10. Did you like the story? Why or home language why not? This will allow you to see events 11. What was your favorite part of offered in your home language! the book? 12. What did you learn from the book?

12 De Houwer, 2015; Goriot et al., 2016; Guardado, 2002 11 Odango, 2015 13 Letsholo, 2009 14 Fisherman, 1991 as cited by Burn, Creeze, Hastwell, Brugh, & Harrison, 2014, p. 385

Resource for Spanish-Speaking Families

Home Language: the language you speak with your family, the first language learned

What are the benefits to How can I support my knowing more than one children in practicing our language? home language? 1. Ability to get to know and talk 1. Create a family language 15 policy--when will you use the with more people 2. Possibility of more job home language? What are your opportunities or higher pay in goals for your children in 21 the future16 learning your home language? 3. Greater connection with home 2. Use the home language: culture17 ● Write to family members 4. Cognitive abilities-- greater ● Find a community of people who ability to focus on specific also speak the home language things and to set goals and ● Read together or tell stories reflect on them18 ● Talk through routines or actions 5. Academic ● Ask your children questions achievement--advantages in while reading learning about language, words, ● Listen to music or books and reading skills19 ● Play online literacy games 6. Emotional and behavioral ● Correct your children if they 22 advantages20 make language mistakes

15 Kroll & Dussias, 2017 16 Kroll & Dussias, 2017 17 K roll & Dussias, 2017 18 Blom, Boerma, Bosma, Cornips, and Everaert, 2017; Friesen, Latman, Calvo, & Bialystok, 2015; St Clair-Thompon & Gathercole, 2006; Blair & Peters Razza, 2007; Moffit, Arseneault, Belsky, Dickson, Hancox, Harrington, & Caspi, 2011; as cited by Goriot, Denessen, Bakker, & Droop, 2016, Goriot, Denessen, Bakker, & Droop, 2016 19 Cha, Goldenberg, & Graham, 2015; Bylund, Abrahamsson, & Hyltenstam’s study, 2012; Hammer, Davison, Lawrence, & Miccio, 2009; Mancilla-Martinez, & Lesaux, 2011, as cited by Cha et. al, 2015, p. 937; Kaushanskaya & Marian, 2009; as cited by Kroll & Fricke, 2014, p. 923; Snow, Burns, and Griffin, 1998, as cited by Anderson, Anderson, & Sadiq, 2017, p. 645,; Palacio & Kibbler; 2016; Hsin & Snow, 2017 20 Han & Huang, 2010 21 K ang, 2015 22 DeHouwer, 2015; Eisenchlas, Schalley, & Moyes, 2016; Guardado, 2002; Ijalba, 2015; Lai, 2009; Letsholo, 2009; Pacini-Ketchabaw et al., 2001; Wong Fillmore, 2000

How can losing their home What supports home language language affect my children? maintenance? 1. Lose connection to family 1. Positive attitudes towards the 23 members or culture home language26 2. Feelings of shame or failure24 2. Places and people to use the 3. Questioning identity and impact home language27 25 on self-esteem 3. Time to listen, speak, read, and write in the home language28

Resources

Para encontrar libros en Preguntas para plantear a sus español: hijos cuando está leyendo: 1. Visite el sitio web de la 1. ¿De qué cree que será este biblioteca: libro? https://www.hclib.org/ 2. ¿Qué crees que pasará después? 2. Haga clic en “Advanced Search” 3. ¿Qué puede ver en las debajo de barra de búsqueda fotografías? 3. Vaya a la mitad de la página, 4. ¿Quién es su personaje debajo de “Limit my search by” favorito? 4. Debajo de “Language” opción, 5. ¿Cómo puede describir este seleccione “Spanish” personaje? Ahora puede ver solamente los libros, 6. ¿Por qué cree que el personaje los discos compactos, y las películas en actúa así? español. 7. ¿Cómo está el personaje en este Eventos de la biblioteca para momento? hablantes de español: 8. ¿Dónde ocurre el cuento? 1. Visite el sitio web de la 9. ¿Le gusta estar en este cuento? biblioteca: ¿Por qué sí o por qué no? https://www.hclib.org/ 10. ¿Le gusta el libro? ¿Por qué sí o 2. Haga clic en “Events” en la parte por qué no? más alta de la página 11. ¿Cuál fue su parte favorita del 3. Vaya a la parte final de la página libro?

23 Hinton, 1999b; Wong Fillmore, 2000 24 G uardado, 2002; Hinton, 1999b 25 Odango, 2015 26 D e Houwer, 2015; Goriot et al., 2016; Guardado, 2002 27 Letsholo, 2009 28 Fisherman, 1991 as cited by Burn, Creeze, Hastwell, Brugh, & Harrison, 2014, p. 385

y debajo de “Languages,” haga 12. ¿Qué aprende de este libro? clic a español Ahora puede ver solamente los eventos ofrecidos en español.

Juegos Educativos La Música Árbol ABC: www.arbolabc.com 1. Puede usar sitios web como En este sitio web, puede elegir la edad youtube.com para encontrar apropiada para su niño entre 3 hasta 8. canciones infantiles como ¡Hay juegos educativos para lenguaje, https://www.youtube.com/watch matemáticas, y lectura! ?v=d-g4ZTH3P2w 2. Puede escuchar la radio en Read Conmigo: www.readconmigo.org español en estas estaciones: En este sitio web, hay libros bilingües y KMNQ 1470 AM, KMNV 1400 juegos. ¡También puede usar el AM, 95.7 FM, 94.9 FM programa en el móvil con la app!

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