Teaching English via Read Write Inc. to
bi-lingual & multi-lingual Children
Language and Cognition
Die Grenzen meiner Sprache sind die Grenzen meiner Welt.
(Ludwig Wittgenstein)
L’homme qui parle cinq langues vaut cinq hommes.
(Mme de Staël)
The deep structure of language A moulds our cognition.
(Noam Chomsky)
TRUTHS AND MYTHS
All children are born with the capacity to learn any or all languages
The language centre in the brain starts developing from in the
womb
The most productive development time of the language centre is
approximately between the ages of 1-10
Languages are semiotic systems with phonetic representations
There are natural and artificial (man-made) languages
Every language has a distinctive shape (linguistic fingerprint)
There are two ways of acquiring language:
- The intuitive acquisition of language linked to the
developmental stage of brain
- The acquisition of language as a skill and academic discipline
TRUTHS AND MYTHS
Our cognitive wiring (convolution of the brain) is dependent on the level of
complexity of exposure (activity, experience) during the development of the brain
Exposure to different semiotic systems and sounds increases the level of
complexity
Bi-lingual and multi-lingual children have a dominant language
Children are born with the ability to produce all sounds
This ability is at its strongest during the developmental stage of the language
centre
Hearing and the ability to produce sounds are inextricably linked
As of the age of approximately 10-12 the ability to produce unfamiliar sounds
withers
Every language has a distinctive phonetic code which is part of the linguistic
fingerprint and comprises a set number of phonemes (phoneme value)
Anatomy of Speech & Language
Broca’s Area
It is located in the left hemisphere, is associated with speech production and articulation. The
ability to articulate ideas, as well as use words accurately in spoken and written language, has
been attributed to this crucial area.
Wernicke’s Area
This critical language area in the posterior superior temporal lobe. Wernicke's area is primarily
involved in the comprehension. Historically, this area has been associated with language
processing, whether it is written or spoken.
Angular Gyrus
The angular gyrus allows us to associate multiple types of language-related information whether
auditory, visual or sensory. It is located in close proximity to other critical brain regions such as
the frontal and parietal lobes which process language and tactile sensation. Thee temporal lobe
processes sounds. The angular gyrus allows us to associate a perceived word with different
images, sensations and ideas.
LANGUAGE LEARNING IN PRIMARY SCHOOLS
Making maximum use of the children’s natural ability to acquire language
Learning based on sounds and the way they change meaning
Learning based on repetition / recognition
Learning based on forming connections between phonemes and graphemes
Progress is measured according to guidelines of the NC and the Primary Strategy
Language and Sound
1. Phonological languages (phonemes correspond [by and large] to graphemes)
German
Spanish
Italian
Russian*
2. Coded languages (many more phonemes than graphemes)
English
French
Dutch
Stepping Stones
Different languages require different approaches to supporting children’s language
acquisition in the early stages of writing and developing powers of expression
1. Phonological approach based on the sounds of the letters in the alphabet
2. Coded approach based on sound bytes of various complexity
Approach 1 can only be used for type 1 languages (cf. previous slide)
Approach 2 can only be used for type 2 languages (cf. previous slide)
WHILE THE CHILDREN ARE IN THE NATURAL LANGUAGE ACQUISITION PHASE (1-10)
Prescription - Repetition - Visualisation
Supporting reading and writing at home
Essence of Read Write Inc.
HEAR – SAY – WRITE
EVERY LETTER HAS A SOUND AND A NAME
WORDS ARE MADE OF SOUND BYTES
SOUND BYTES CONSIST OF INDIVIDUAL LETTERS OF COMBINATIONS OF LETTERS
Many words sound the same but are spelt differently (homophones)
Other words sound differently but have the same spelling (homographs)
Other words look and sound the same but have different meanings (homonyms)
What to do and what not to do …
OPTIMAL SUPPORT
Try and follow the class teacher’s guidelines
Consistency of patterns and learning priorities are most important
Check in the teacher’s notes to you which sound bytes were in the focus of the lesson
Repeat the sound bytes and the corresponding (combinations of) letters
Encourage your child to find words with the relevant sound byte (in the learnt combination
of letters)
Make a sound byte scrabble with your child and play with them
When reading in your home language, concentrate on recognizing the shape of whole words
PLEASE DON’T
Ask your child to pronounce a word on the basis of the individual letter sounds
Ask your child to spell phonetically – it works for simple words but generally it does not
Insist on the same level of progress in your home language