Q 2022 Spring Child Language Development Analysis (Student Learning Objectives 1, 2, 4, 5, 7, and 8) ************ Table of contents 1. Overview 2. Learning outcomes 3. Steps and stages 4. Resources for each stage 5. Video clip (alternative to in-person observation) and segments 6. Timeline 7. Resource for the child language analysis presentation ************ 1-Overview You will complete a child language study. It is focused on the language development of a Multilingual Learner (ML) child between the ages of three and eight in the context of family, community, and an ECE environment (if applicable). For this analysis, you will explore the ways in which the child is developing the different areas of language in different contexts. Throughout the semester, you will research the language development of your focal child by 1) conducting observations of the child, interviewing the caregiver(s) and/or teachers, and 2) describing/analyzing available materials that may support your analysis of the child’s linguistics development. Based on your findings you will make recommendations for best practices that will further promote this child’s linguistic development in both English and their home language(s) and those that are linguistically and culturally sensitive. 2-Six learning outcomes 1. Develop awareness of educational equity and social justice issues to advocate for early childhood best practices and to exhibit professionalism in the field of ECS. 2. Demonstrate an understanding of the relationship between children, their families, and communities with special emphasis on socio-economic, linguistic, gender, and ethnic differences. (SLO/NAEYC standards 1,2,3) 3. Apply and integrate different theories and current research findings of child development and learning to analyze practices used in the family, home, and community in the context of diverse settings (SLO/NAEYC standard 4) 4. Apply knowledge of linguistically and culturally appropriate strategies to support all children including children from diverse backgrounds, DLLs, and children with special needs (SLO/NAEYC standard 2) 5. Produce writing that meets the ECS Standards for Critical and Thoughtful Writing (Links to an external site.) 6. Demonstrate intellectual rigor in all course assignments, utilizing the ECS Framework for Critical Reflection 3-Steps I. Data collection step: I-1. Stage 1: Observation: (**Note! You MUST have parent or guardian permission to begin the observation and Frog story data collection**) If you are observing a young child (instead of using videos), please reach out to the family of the focal child to communicate exactly what is going to happen during the observations, interview, and the picture book activity. For this communication, please share this letter with the family so that they are fully aware of the activities. You will observe your focal child in the home or ECE environment for four weeks with an observation session of about 45 minutes to 1 hour each week (in-person or remote). You will take field notes/running records as you observe language use (Sample is available here). Please make sure to protect the child and the family’s identity. Do not use their real names in your observation notes and final report! (Not applicable if you use the video clips for the observation). I-2. Stage 2: Interview and Background At one point of your 4-week long observation, you will interview an adult who cares for the child (for example, parent, ECE provider, professional services). Your interview should cover all of the questions in this document. I-3. Stage 3: Frog Story (or simpler story for younger children): Using the classic wordless picture book, Mercer Meyer’s as Frog Where Are You? ask your focal child to read the story to you as you record the child’s narrative. If you are comfortable in the child’s home language that is other than English, you have an option to use that. You will then transcribe the language sample you recorded and analyze it for this project by applying course materials. ******* II. Analysis/Writing stage: The writing portion of your project needs to include the following sections; Again, please make sure to protect the child and the family’s identity. Do not use their real names in your observation notes and final report! (Not applicable if you use the video clips for the observation). Section 1. Background: (At least five paragraphs) Describe the general background of your focal child and the child’s language use for English and the home language(s). Are there any compelling factors in the child’s language experience that stand out to you? Please consider these two elements in this part. 1. Consider how the child’s language experiences are impacted by the parents’ goals and larger societal goals for Multilingual and English Learners (for instance, please read this publication to learn about goals and recommendations by the California Department of Education). 2. Apply Bronfenbrenner’s Ecological model to explore the complex web the child’s language experience is embedded in. Section 2. Data Analysis: (At least eight paragraphs) Using 1) relevant course materials, 2) information that you gathered from the interview, and 3) the Frog Story recording, please analyze the child’s current language development. State the developmental stage and provide clear evidence to support your reasoning based on course materials and the Espinosa book. To make your argument convincing and logically sound, I highly urge you to use vivid examples and anecdotes from the information you gathered as well as support materials from the course readings and beyond. Please meet the following minimum expectations. 1. Make at least one connection to the theories of second language acquisition stages (Espinosa Chapter 3 as well as Good vocabulary for your project ). For instance, at which stage is your focal child? If you watch Soyul’s video, describe one or two main features of her communication at each stage. 2. Make at least one connection to one of the developmental theories that we covered from Week 2 to Week 7 and an accurate description of the theory of your choice. For instance, a. Piaget b. Vygotsky c. Bandura d. Erikson e. Funds of knowledge f. Attachment g. Diana Baumrind-parenting typology h. Belsky- Determinants of parenting 3. Make at least one connection to research-based strategies and assessments for teaching young multilingual learners (Espinosa Chapter 4) Section 3. Recommendations/Implications: (At least four paragraphs) You should make concrete and culturally and linguistically sensitive recommendations/strategies for promoting the focal child’s multilingual language development in both English and their home language(s) (at least three recommendations and justifications for each recommendation). Then put your recommendations into a larger perspective--- please identify at least three areas for improvement in a larger societal context (for instance, California, the US) to provide all ML children with culturally and linguistically sensitive experiences and high-quality language exposure in both English and their home language(s). What is missing in this society in its effort to promote optimal development and growth for ML children? Your recommendations need logical and ample justifications based on support materials from the course readings and beyond. 4. References and Appendix: • Use APA citation for the scholarly sources appropriate, and include a bibliography. • Produce writing that meets the ECS Standards for Critical and Thoughtful Writing. • Include the full transcription, field notes, and the questionnaires in an appendix. Observation note/report 5 points x 4 rounds = 20 points Written portion 260 pts Presentation 20 points Total 280 pts 4-Resources for everyone for each stage. Stage/Activity Description Resources 1. Stage 1: Observation: You will observe your focal child in the home or ECE environment for four weeks with an observation session of about 45 minutes to 1 hour each week (in-person or remote). You will take field notes as you observe language use (Sample is available here). • A quick guide to the DRDP: Assessing children who are Dual Language Learners • Code-switching • Collecting documentation • https://www.multilinguallearningtoolkit.org/vignette/assessment-prek-transitional-kindergarten/ Vignette and reflection questions • Running record guidelines and offers other assessment tips and resources This resource covers important information on how to take running records during the observation. Please read this carefully to refresh what you know about running records. • Common observational strategies This resource covers important information on various observational strategies that are common for work with young children, including running records, anecdotal notes, event sampling, and time sampling. Please read this carefully to refresh what you know about observational strategies. • How can English oral language proficiency skills be assessed? (Brown University) • Does the ELL understand what is being said? • Does the ELL understand conversational as well as academic language? • Can others easily understand what the ELL says, or does pronunciation interfere with the ELL's communication? • Does the ELL speak at a natural pace or haltingly? • Does the ELL make many grammatical errors? What types of errors are made? Are these errors typical of a beginning language learner or of someone who is at a higher level of language acquisition? • What types of vocabulary words does the ELL use? Does the ELL use academic vocabulary appropriately? Is the vocabulary used appropriately to the message being conveyed? Developing Dual-language assessment skills 2. Stage 2: Interview and Background At one point of your 4-week long observation, you will interview an adult who cares for the child (for example, parent, ECE provider, professional services). Your interview should cover all of the questions in this document. EDEC 450 Family language interview Interview questions are in this document. 3. Stage 3: Frog Story (or simpler story for younger children): Using Mercer Meyer’s as Frog Where Are You? Please ask your focal child to read the story to you as you record the child’s narrative. If you are comfortable in the child’s home language that is other than English, you have an option to use that. You will then transcribe the language sample you recorded and analyze it for this project by applying course materials. How to “read” wordless picture books (Parent tips) Sharing wordless picture books Below are a few tips for sharing wordless picture books with a child: • Recognize that there are no "right" or "wrong" ways to read a wordless book. One of the wonderful benefits of using wordless books is how each child creates his own story (or stories!) from the same pictures. • Spend time looking at the cover and talking about the book's title. Based on those two things, make a few predictions about the story. • Take a "picture walk" through the pages of the book. Enjoy the illustrations, which are often rich with detail. Look carefully at the expressions on characters' faces, the setting and the use of color. Talk to each other about what you see. These conversations will enrich the storytelling. • Enjoy the pictures and point out a few things, but don't worry too much about telling a story yet. Just enjoy the pictures and get a sense of what the book is about. • Go back through the book a second time and get ready for some great storytelling! Consider going first and acting as a model for your child. Ham it up! Have characters use different voices, add sound effects and use interesting words in your version of the book. • Encourage your child to "read" you the book with his story. Focus on the words your child uses when he tells the story. Help your child expand his sentences or thoughts by encouraging him to add information from the illustration's details. One way to encourage more details is by asking "W" questions: Who? Where? When? Why? • 5- Video clips for students who don’t have access to focal children for the project. Video 1: Soyul & Teacher Yvette...Adventures in Preschool Second Language Acquisition This vivid case study of one young dual language learner and her teacher across 14 months of preschool showcases research in action. This video is for educational purposes only and runs 21 minutes in length. Observation 1 by Feb 23, 2022 Observe Video 1( from the beginning to 7:11), and document utterances, body language, and any other communication features (except for the interviews with the teacher Yvette, Soyul’s parents, and the director). Observation 2 by Mar 2, 2022 Observe Video 1 (from 7:11 to 18:53), and document utterances, body language, and any other communication features (except for the interviews with the teacher Yvette, Soyul’s parents, and the director). Observation 3 by Mar 9, 2022 Observe Video 1 (from the beginning to the end), especially the interviews with the teacher Yvette, Soyul’s parents, and the director to gather contextual information and complete the family interview activity as much as possible. Observation 4 by Mar 16, 2022 View the Video 3: Soyul & Teacher Yvette… Relationships, Strategies & Culture from the beginning to the end to gather contextual information. The third video in the series features on-camera commentaries on the teacher’s strategies—with the Executive Director of UCLA ECEC, Gay Macdonald and researchers Dr. Marlene Zepeda and Dr. Linda M. Espinosa This video is for educational purposes only and runs 21 minutes in length. Additional resources (optional) Video 2: Soyul & Teacher Yvette…The Stages of Preschool Second Language Acquisition The second video in this series features on-camera commentaries on the characteristics of these 4 stages—with Julie Espinoza and Dr. Marlene Zepeda. This video is for educational purposes only and runs 17 minutes in length. A resource for the comprehensive observation worksheet is here. 6-Timetable By Feb 16 IDENTIFY A FOCAL CHILD FOR CHILD LANGUAGE DEVELOPMENT ANALYSIS Feb 23, 2022 Complete OBSERVATION #1 FOR CHILD LANGUAGE DEVELOPMENT ANALYSIS Mar 2, 2022 Complete OBSERVATION #2 FOR CHILD LANGUAGE DEVELOPMENT ANALYSIS Mar 9, 2022 Complete OBSERVATION #3 FOR CHILD LANGUAGE DEVELOPMENT ANALYSIS March 16 Complete OBSERVATION #4 FOR CHILD LANGUAGE DEVELOPMENT ANALYSIS By March 30, Review all the observation notes, and add your assessment and additional discoveries based on Espinosa, chapters 1, 2, 3, and 4. April 13, 11:59 pm Complete and upload CHILD LANGUAGE DEVELOPMENT ANALYSIS 7. Resource/requirements for the child language analysis presentation Please find the instructions and requirements for the presentation in this document.