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are also provided with tutoring (Krashen, 1996). Bilingual programs are designed to provide thisbackground rapidly for those with limited English proficiency.This analysis also forces us to reconsider the effects of homework. More time devoted tohomework appears to be related to better grades but not necessarily to higher performance onstandardized tests. This should not be interpreted as saying that homework is useless; obviously,the value of homework depends on the assignment and degree of engagement. In the case ofreading, for example, the research cited above on the impact of pleasure reading suggests thatoutside of school activities that engage the student in interesting texts and that encourageadditional free voluntary reading will be highly effective. This is only possible, however, ifreading material is easily available. But homework that focuses on skill-building will havelimited value.It would also be of interest to determine which aspects of SES are crucial: The case of the BoatPeople suggests that parental education is more relevant than current income. Better educatedparents, it is predicted, will be more likely to read to their children, provide access to readingmaterials, and be better prepared to help with homework. If this help is done in the firstlanguage, it is a form of de facto bilingual education. And of course we should be looking atmore than standardized test results to measure true academic success.© 2008 Dr. Catherine CollierAll Rights Reserved82
Article II.4 Language Acquisition and theBilingual Exceptional ChildBy Julia Scherba de ValenzuelaAn excerpt reprinted by permission from Educating Culturally AndLinguistically Diverse Students: A Professional DevelopmentResource Series, BUENO Center for Multicultural Education,University of Colorado, 2002.OBJECTIVES• To emphasize the importance of understanding languageacquisition in bilingual children• To discuss popular fallacies about bilingual children withexceptionalities• To define basic concepts of language• To overview language acquisition as a general process• To define second language acquisition• To compare and contrast first and second language acquisition• To examine some models of second language acquisition• To discuss current controversies in second language acquisitionIntroductionUnderstanding the process of language acquisition is crucial to the appropriate education andassessment of culturally and linguistically diverse (CLD) students. The purpose of this chapter isto provide a framework for considering how language development is different for bilingualchildren. This will hopefully lead educators to consider how bilingualism can effect the academicperformance and assessment of bilingual students and how it plays a part in the education ofCLD students with exceptionalities.In this chapter, “language acquisition” is used as a central concept, rather than “second languageacquisition.” This is done so with the intent of shifting the focus from examining how English isacquired to a more general examination of how bilingual students acquire language. There areseveral reasons for this shift in focus: 1) many bilingual students in this country begin theprocess of developing English before their native language is fully established and their languagedevelopment can most accurately be called “bilingual”; 2) understanding the effects of secondlanguage development on first language development will help us understand where students are,in terms of their overall language competence; and 3) incorrect assumptions about students’native language competence and development can lead to inappropriate referrals and erroneousassessment procedures. We cannot simply talk about acquisition of English as a second languagewithout considering the general process of language acquisition for bilingual students.There are many popular misconceptions about bilingualism, language acquisition, and bilingualstudents. Some people erroneously believe that students with exceptionalities cannot learn two(or more) languages. Others believe that encouraging the parents of CLD students, with andwithout exceptionalities, to speak with their children at home in English, is in the best interests of© 2008 Dr. Catherine CollierAll Rights Reserved83
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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
Page 32 and 33: delight, fear, laughter, and surpri
Page 34 and 35: Piipaío in a hut: Pirahã huts typ
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Page 43 and 44: portfolio work was scanned and stor
Page 45 and 46: experiences of many groups of stude
Page 47 and 48: While not disagreeing that interpre
Page 49 and 50: sound educational practice, however
Page 51 and 52: arises from the efforts to abstract
Page 53 and 54: Article II.2 Cross-Cultural Communi
Page 55 and 56: males who can serve as positive rol
Page 57 and 58: Understanding another culture is a
Page 59 and 60: Pets and AnimalsWhich animals are v
Page 61 and 62: to teach standard English is reflec
Page 63 and 64: Asking personal questions of a pers
Page 65 and 66: Using Cross Cultural Communication
Page 67 and 68: Why Do Nonstandard English-Speaking
Page 69 and 70: Before beginning to teach standard
Page 71 and 72: • Negative attitudes toward low p
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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
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Page 85 and 86: 1992, p. XI). These researchers, wh
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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
Page 113 and 114: Article III.3 How Children Acquire
Page 115 and 116: phonetic units (unique to signed la
Page 117 and 118: Article III.4 Toward a Sociocultura
Page 119 and 120: emember is that the fundamental goa
Page 121 and 122: The best practices models can be th
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
Page 131 and 132: We will now look at two examples of
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Speakers communicate fluently, main
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question the effects of such attitu
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Article IV.3 Culture Change: Effect
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and psychological characteristics o
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Contraryto what wewere expecting, t
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Article V.1 Assessment in ESL & Bil
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vocabulary does the student lack?Is
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whether they are LEP and to provide
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Fourth, ESL and bilingual program s
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competent reader/writer. All versio
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Table 1Comparison of Recent Accultu
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unilinear model, which measures the
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an English-only instructional progr
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Article V.3 Assessment of English L
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8. Change answers only for a very g
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Riles, 1979; Jose P. v Ambac, 1983)
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proficiency is often underestimated
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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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