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Bilingual Children in Special Education: Acquisition of Language

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Bilingual Children in Special Education: Acquisition of Language DOCUMENT RESUME ED 410 725 EC 305 782 AUTHOR Miles, Christine TITLE Bilingual Children in Special Education: Acquisition of Language and Culture by British Pakistani Children Attending a School for Pupils with "Severe Learning Difficulties." PUB DATE 1996-00-00 NOTE 156p.; M. Phil.(Ed.) Thesis, University of Birmingham, England. PUB TYPE Dissertations/Theses - Masters Theses (042) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *Bilingual Education; *Bilingualism; Communication Skills; Cultural Awareness; Cultural Influences; Elementary Secondary Education; Family Influence; Foreign Countries; *Language Acquisition; Language Fluency; *Mental Retardation; Minority Group Children; Mothers; Parent Child Relationship; Preschool Education; *Special Education IDENTIFIERS Asians; Great Britain; *Pakistanis ABSTRACT The context and processes of language acquisition in bilingual, bicultural British-Pakistani and British-Asian children (ages 2-19) attending a school for severe learning difficulties (SLD) were investigated. The first study compared 20 children with SLD who had a proficiency in speaking English and in their mother tongue (Urdu, Punjabi, Hindko, or Pushto). In the second study, the language acquisition processes were observed in 10 children who initially attended the nursery department and were not talking in any language. In the third study, a video was made of early language and communication in two British-Asian infants with SLD. The video was shown to mothers of children with SLD, who had widely varying reactions to the ideas conveyed and play activities shown. Results of the studies indicate that school support of mother tongues was highly important in facilitating some children's language acquisition. Knowledge, beliefs, and attitudes of teachers and families appear to be crucial in providing or hindering access to mother tongue learning. Suggestions are made for enhancing awareness of the linguistic and cultural issues among school management, staff, and families; for improving school practice, largely by better use of existing resources; and for further research. Appendices include information about bilingualism and bilingual education. (Contains over 700 references.)(Author/CR) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** tr) CN1 O Ct (-21 BILINGUAL CHILDREN INSPECIAL EDUCATION: ACQUISITION OF LANGUAGEAND CULTURE BY BRITISH PAKISTANICHILDREN ATTENDING A SCHOOL FOR PUPILSWITH 'SEVERE LEARNING DIFFICULTIES' by CHRISTINE MILES U.S.' DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL ED/ CATIONAL RESOURCES INFORMATION CENTER (ERIC) HAS BEEN GRANTED BY This document has been reproduced as received from the person or organization originating it. CA6QA 0 Minor changes have been made to improve reproduction quality. Points of new or opinions stated in this docu- ment do not necessarily represent official TO THE EDUCATIONAL RESOURCES OERI Position or policy INFORMATION CENTER (ERIC) ) M.Phil.(Ed.) Thesis, Universityof Birmingham Reformatted Version: Rf2.2 Birmingham, UK, 1996 BEST( PY AVAILABLE 2 BILINGUAL CHILDREN IN SPECIAL EDUCATION: ACQUISITION OF LANGUAGE AND CULTURE BY BRITISH PAKISTANI CHILDREN ATTENDING A SCHOOL FOR PUPILS WITH 'SEVERE LEARNING DIFFICULTIES'. Abstract The context and processes of language acquisition in bilingual, bicultural, British Pakistani and Asian children attending a 'Severe Learning Difficulties' school were investigated. Three studies developed, with an extended literature review:(1) Comparison of twenty children's proficiency in speaking English and mother tongues (Urdu, Punjabi, Hindko, Pushto).(2) Language acquisition processes were observed, through two years, in another ten children initially attending the nursery department and not talking in any language. Home patterns of mother- child communication were studied. Mothers received support and information.(3) A video was made of early language and communication skills in British Asian infants. It was shown to mothers, who had widely varying reactions to the ideas conveyed and play activities shown. The children had a great diversity of experiences and outcomes in terms of language abilities.School support to mother tongue was found highly important in facilitating some children's language acquisition. Knowledge, beliefs and attitudes of teachers and families appear to be crucial in providing or hindering access to mother tongue learning. Suggestions are made for enhancing awareness of the linguistic and cultural issues, among school management, staff and families;for improving school practice, largely by better use of existing resources; and for further research. 3 CONTENTS Ch.l.INTRODUCTION 1.1 Definitions 1.2 Personal Interest 1.3 Bilingualism in Special Education(i) In Pakistan 1.4 Bilingualism in Special Education(ii) Return to England 1.5 Is There A Problem? 1.6 Development of Research Plans 1.7 Outline of Fieldwork 1.8 Right To Do This Study Ch.2.LANGUAGE ACQUISITION & CHILDREN WITH SEVERELEARNING DIFFICULTIES 2.1 Theoretical Basis of Language Practices in Special Schools 2.1.1 Skinner: the behavioural approach 2.1.2 Chomsky 2.2 More Recent Developments In Theory & Practice 2.2.1 Meaning 2.2.2 Social communication 2.3 Developments in Practices in Special Schools 2.3.1 Pre-verbal communication 2.3.2 Learning to talk. Using words toexpress meanings 2.3.3 Signing 2.3.4 Inclusive Education 2.4 Parents, Children & Professionals 2.4.1 Approved models of parenting 2.4.2 Schools and home 2.4.3 Interaction with 'normally developing' and 'delayed' Children 2.4.4 Professionally designed training courseson communication skills for parents 2.5 Summary of Issues Arising. Relevant to Bilingual Children with Learning Difficulties Ch.3.BILINGUALISM & BILINGUAL EDUCATION 3.1 Bilingualism - International Perspectives 3.1.1 Elite bilingualism 3.1.2 Minority bilingualism 3.1.3 Family bilingualism 3.1.4 Informal bilingualism 3.2 Attitudes to Bilingualism 3.3 Current Perspectives On Community Bilingualism 3.4 Bilingual Families 3.4.1 Separating languages 3.4.2 Difficulties in becoming bilingual 3.4.3 Simultaneous bilingual acquisition at home and school 3.5 Current Views of the Effects on Individuals of Bilingualism 3.5.1 Language and cognitive skills 3.5.2 Educational achievements of bilingual children 3.5.3 Language proficiency 3.5.4Cognitive benefits of bilingualism 4 3.5.5 Varieties in mother tongue 3.5.6 Emotional stress 3.6 Summary of Issues Relevant to Bilingual Children with Learning Difficulties Ch.4.ISSUES IN BILINGUAL & SPECIAL EDUCATION 4.1 Political & Legal Issues Affecting Bilingual Education 4.2 Policies Towards Minority Children in Britain 4.2.1 Language policies 4.2.2 Other policy issues 4.3 Language. Culture & Identity 4.4 Culture in the Classroom 4.5 Parental Choice of Language 4.5.1 Language of school 4.5.2 Language within the home 4.6 Models of Education For Children Speaking Minority Languages 4.6.1 Interpreting the results of research 4.6.2 Monolingual education - in second language 4.6.3 Bilingual education 4.6.4 Some approaches used in England 4.7 Bilingual Programmes for Children with Language/Learning Difficulties 4.8 Assessment 4.8.1 Assessment for identification of special educational needs 4.9. Summary of Issues Relevant to Bilingual Children with Learning Difficulties Ch.5.CHILD-REARING. CULTURE & LANGUAGE 5.1 Why Examine Culture? 5.2 What Is A Child? 5.3 Care and Authority 5.4 How Do Caregivers & Related Adults See Their Role? 5.5 Cross-Cultural Views of Learning and Play 5.6 Gender Differences 5.7 Language Socialization 5.8 Language Socialization & Schools 5.9 Children of Pakistan 5.9.1 The middle class ideal 5.9.2 The Islamic ideal 5.9.3 Village observations 5.10 How are Differences/Delays in Development Perceived in Pakistan? 5.11 Effects of Migration 5.12 The Pakistani Community in Britain 5.13 Changes in Child Rearing Patterns due to Migration 5.14 Contact with Services for Children with Disabilities 5.15 Summary of Relevant Points Ch.6.PRACTICAL INVESTIGATION OF LANGUAGE ACQUISITION OF CHILDREN WITH SEVERE LEARNING DIFFICULTIES: METHODOLOGY & DESIGN 6.1 First Thoughts: Search for a Question 6.2 Broader Perspectives a 6.3 Action Research 6.4 Issues of Context & Design 6.4.1 Ethnographic research methods 6.4.2 Interviews 6.5 Ethical Issues in Changing Practices at Home 6.6 Initial Research Design Ch.7.A STUDY OF RELATIVE PROFICIENCY IN USING ENGLISH & MOTHER TONGUE 7.1 Preparatory Issues 7.2 What Aspect of Language To Examine? 7.3 Mean Length of Utterance 7.4 Methods of Collecting Material 7.5 Selection of Subjects 7.6 Involvement of Colleagues in the Research 7.7 Discussions with Parents 7.8 Summary of Children's Language Use 7.9 Detailed Observations 7.9.1 Children speaking English only 7.9.2 Children using only MT 7.9.3 Children using both MT & English 7.10 Discussion 7.10.1Comments on research design 7.10.2 Comments on the children Ch.8.BILINGUAL INTERVENTION WITH A GROUP OF NURSERY /INFANT CHILDREN 8.1 Selection of Children 8.2 Overview of Work at the School 8.2.1 Language teaching 8.3 Observation & Work with Children 8.4 Overview of Work with Mothers: Initial Interviews 8.5 Ongoing Action with Mothers 8.5.1 Information available for mothers 8.6 Action & Results 8.7 Summary of Mothers' Responses to Pragmatics Profile 8.8 Summary
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