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press, Journal of Child Language). Further, infants in both groups (1) and (2) exhibit theirlinguistic and semantic-conceptual milestones on the identical overall maturational time courseas seen in monolingual children (Petitto, 2000), with their specific developmental patterns beingidentical to that which has been observed in the typical case of bi-lingual hearing babies exposedto two spoken languages (e.g., spoken French and spoken English; more below).II. Discovery of common timing in bi-lingual and mono-lingual children: In the course ofconducting the above research on the maturational timing mechanisms in hearing babiesacquiring signed & spoken languages from their bilingual parents, we discovered that our younghearing controls--bilingual children learning spoken French and English--were achieving allmajor linguistic milestones in each of their respective languages on the identical time course, andon the identical time course as monolinguals (Petitto, 1994, 1997). Significance: Prevailingresearch on very young bilinguals, however, had reported that bilingual babies under 20 monthsexhibited language delay and confusion relative to monolingual babies because they ostensiblyhad a single, fused representation of their two native languages, which they were only able tosort out over the first three years of life. By contrast, my findings suggested that very youngbilingual babies have highly distinct representations of their two native languages quite probablyfrom birth. I have further advanced an hypothesis stating what mechanisms in the human brainmay enable the very young baby to differentiate between its two native languages from birth, andI have offered the field an explanation as to why the perception of "delay" and "confusion" inyoung bilinguals has prevailed, both among scientists and the public (see Petitto et al., 2001,Journal of Child Language).© 2008 Dr. Catherine CollierAll Rights Reserved116
Article III.4 Toward a Sociocultural Model of SecondLanguage AcquisitionBy Cory A. Buxton & Dr. Kathy EscamillaFrom the Professional Development Resource Series, “SecondLanguage Acquisition”, BUENO Center, University of Colorado,Boulder (2000)IntroductionCulturally and linguistically diverse (CLD) students in ourschools today face considerable challenges to their academicsuccess. These students need to develop interpersonal skills, adaptto a new culture, master subject area content, and acquireacademic language proficiency for each subject -- all in theirsecond language.We highlight key aspects of the evolution toward the development of a sociocultural model ofsecond language acquisition. We begin by briefly discussing the lengthy history of bilingualeducation in the United States. Next, we consider several of the theories that continue to holdsway over much of the work in bilingual education and second language acquisition. Third, wediscuss some of the teaching practices that have proven to be successful in working with CLDstudents. Finally, we present a sociocultural model of teaching and learning, grounded in thework of Roland Tharp and his colleagues (D'Amato & Tharp, 1997; Tharp, 1989; Tharp, 1997;Tharp & Dalton, 1994; Tharp & Gallimore, 1988), and discuss how this model can be modifiedand applied to second language acquisition in order to enhance the success of culturally andlinguistically diverse students in our schools.At this point, we should pause to make clear who we are referring to as culturally andlinguistically diverse students. CLD students are those students who come from a cultural, social,and linguistic background that is different from the received norms of mainstream EuropeanAmerican culture in this country. CLD is often used to refer to those students who speak a natallanguage other than English. Some of these students may be Limited English Proficient (LEP),while others may be fully fluent in English. The term CLD is generally not used for thoseindividuals of culturally diverse heritage who learn English as their first language and may ormay not be fluent in their heritage language. The term English Language Learner (ELL) is oftenused synonymously with CLD.Historical Trends in Second Language AcquisitionThere is a forgotten legacy of bilingualism and linguistic diversity in this nation. From the timeof the earliest European settlements in the United States until the late 19 th century, an acceptanceand an appreciation of bilingualism could be found in schools and in society at large (Crawford,1991; Kloss, 1977). Since there was no official language policy in the US during our earlyhistory, schools catered to the language needs and desires of the local populous. For example, inthe mid-1800’s, many Midwestern schools offered instruction partly or entirely in German onaccount of the preponderance of German-speaking settlers. The same was true of French inLouisiana and Spanish in New Mexico (Crawford, 1991; Lessow-Hurley, 1991).© 2008 Dr. Catherine CollierAll Rights Reserved117
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"Those who arrive by age 12 or 13 m
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Article I.2 Are Signed Languages "R
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Biological analyses of the status o
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and beyond, speaking and signing ch
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Conclusion: Are Signed Languages Re
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Article I.3 The Interpreter: Has a
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A few weeks earlier, I had called F
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“We struggled even getting to the
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herself by strapping a cassette rec
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In 1998, after nine years as the ch
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momentary burst of excitement that
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can shape core grammar. Because the
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The authors compared animal and hum
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monkey moved. He followed it with h
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delight, fear, laughter, and surpri
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Piipaío in a hut: Pirahã huts typ
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LEP students, and equitable organiz
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4. Second language development crea
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curriculum or "teaching to the test
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portfolio work was scanned and stor
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experiences of many groups of stude
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While not disagreeing that interpre
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sound educational practice, however
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arises from the efforts to abstract
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Article II.2 Cross-Cultural Communi
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males who can serve as positive rol
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Understanding another culture is a
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Pets and AnimalsWhich animals are v
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to teach standard English is reflec
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Asking personal questions of a pers
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Page 75 and 76: Each of the behaviors listed above
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Page 79 and 80: each point higher in SES, students
Page 81 and 82: This case does not provide strong s
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Page 85 and 86: 1992, p. XI). These researchers, wh
Page 87 and 88: comprehend a word within a specific
Page 89 and 90: more to the truthfulness of the chi
Page 91 and 92: This idea of “semilingualism” c
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Page 95 and 96: take different lengths of time to c
Page 97 and 98: example, should involve the same co
Page 99 and 100: As with all stages of BICS acquisit
Page 101 and 102: Assessment techniques at stage 3 ca
Page 103 and 104: different. Therefore, the social di
Page 105: integrative motivation. Basically,
Page 109 and 110: (Ellis, 1985; Hakuta, 1986). Howeve
Page 111 and 112: that sociocultural processes have o
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Page 115: phonetic units (unique to signed la
Page 119 and 120: emember is that the fundamental goa
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Page 123 and 124: By focusing on the dialectic betwee
Page 125 and 126: intergenerational wisdom shared by
Page 127 and 128: Daily Realities RecappedThe above v
Page 129 and 130: traditions. At a time in our histor
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Page 133 and 134: Speakers communicate fluently, main
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Page 149 and 150: Fourth, ESL and bilingual program s
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Page 153 and 154: Table 1Comparison of Recent Accultu
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Page 161 and 162: 8. Change answers only for a very g
Page 163 and 164: Riles, 1979; Jose P. v Ambac, 1983)
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Finally, when second language reade
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for their decisions, noting issues
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As mentioned above, when the transi
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ather than generic adjectives and t
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their imagined points of view. Ther
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English texts and demonstrate progr
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using inter-district teams). In the
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