ECSE 602
INSTRUCTIONAL PROGRAMMING FOR
INFANTS AND
YOUNG CHILDREN WITH DISABILITIES
•Language/Literacy Development
•Second Language Acquisition
Dr. Y. Xu
10/9/14
1
The Four Cueing Systems
 Grapho-phonological system deals with letter-
sound correspondence
 Syntactic system deals with language
structure, grammar
 Semantic system deals with meaning-making
& vocabulary
 Pragmatic system deals with social & cultural
functions of language
Dr. Y. Xu
10/9/14
2
The Reading Product
 Should always be meaningful
 Depends on comprehension
Readers must be able to derive meaning from
symbols and connect them to experiences &
impressions from their own lives
Dr. Y. Xu
10/9/14
3
Age-Appropriate Reading Materials
Dr. Y. Xu
10/9/14
4
Home Literacy
 Home literacy encompasses the ways parents, children,
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and extended family members use literacy at home and
in their community.
Home literacy occurs naturally during the routines of
daily living and helps adults and children “get things
done.”
Home literacy may be initiated purposefully by a parent,
or may occur spontaneously as parents and children go
about the business of their daily lives.
Home literacy activities may also reflect the ethnic,
racial, or cultural heritage of the family involves.
Home literacy activities may be initiated by outside
institutions or agencies.
Dr. Y. Xu
10/9/14
5
Home Literacy
According to Leichter (1984), families influence
literacy development in three ways:
 Interpersonal interaction: literacy experiences shared
with a child by parents, siblings, and other individuals
at home
 Physical environment: literacy materials available in
the home
 Emotional and motivational climate: relationships
among the individuals in a home, especially as
reflected in the parent’s attitudes toward literacy and
their aspirations
Dr. Y. Xu
10/9/14
6
Second Language Acquisition
 Simultaneous second language acquisition
◦ The child learns two languages simultaneously (before three
years of age)
◦ The developmental pathway appears to be similar to how
monolingual children acquire language (McLaughlin 1984, 1995)
 Sequential second language acquisition
◦ Children learn a second language after three years of age
◦ The language development follows a different progression
◦ The development is highly sensitive to characteristics of the child
and the language learning environment
Dr. Y. Xu
10/9/14
7
Second Language Acquisition
 According to Tabors and Snow (1994),
sequential second language acquisition
follows a four stage developmental sequence
 Home language use
 Nonverbal period
 Telegraphic and formulaic speech
 Productive language
Dr. Y. Xu
10/9/14
8
Second Language Acquisition
 Code switching
 Switching languages for portions of a sentence
 Language mixing
 Inserting single items from one language into
another
Dr. Y. Xu
10/9/14
9
Second Language Acquisition
 Two levels of language proficiency
 Basic Interpersonal Communication Skills (BICS)
 Conversational fluency, 2-5 years
 Cognitive Academic Language Proficiency (CALP)
 Fluency in more technical, academic language, 4-7
years
Dr. Y. Xu
10/9/14
10
Second Language Acquisition
 Contexts of communication
 Context-embedded communication
 Context-reduced communication
 Cognitive demands of communication
 Cognitively undemanding communication
 Cognitively demanding communication
Dr. Y. Xu
10/9/14
11
Stages of Overall Second
Language Development
1. The silent/receptive or preproduction stage
2. The early production stage
3. The speech emergence stage
4. The intermediate language proficiency stage
5. The advanced language proficiency stage
Dr. Y. Xu
10/9/14
12
Concepts in Second Language
Acquisition
 “Comprehensible input” hypothesis
 Intaking and understanding language that is a “little beyond”
their current level of competence (Krashen, 1981)
 “Comprehensible output” hypothesis
 Providing opportunities to use the language and skills they have
acquired at their competent level (Swain & Lapkin, 1995)
 “Affective Filter” hypothesis
 Individual’s emotional influence in the learning of a new
language (Krashen, 1981; Krashen & Terell, 1983)
Dr. Y. Xu
10/9/14
13
Instructional Methods for
English Language Learners
 Instruction using the native language
 Transitional bilingual programs
 Developmental bilingual programs (Ramirez,
Yuen, & Ramey, 1991; Rennie, 1993)
 Two-way immersion programs
 Newcomer programs
 Instruction using the native language as
support
 Embedded in general education curriculum
Dr. Y. Xu
10/9/14
14
Instructional Methods for
English Language Learners
 Instruction using English as a second language
(ESL) (Linguanti, 1999)
 Grammar-based ESL
 Communication-based ESL
 Content-based ESL
 Content-based instruction/Sheltered Instruction
 Sheltered instruction observation protocol (SIOP) (Echevarria &
Short, 2003)
 Cognitive academic language learning approach (CALLA)
(Chamot & O’Malley, 1994; Chamot & O’Malley, 1996;
www.gwu.edu/calla/ )
Dr. Y. Xu
10/9/14
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