ERIC Number: ED481990
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
Understanding the Impact of Language Differences on Classroom Behavior. What Works Briefs.
Santos, R. M.; Ostrosky, M. M.
This brief discusses the challenge of learning English as a second language and the social interaction patterns these children exhibit, along with limited communication abilities, that are similar to those exhibited by children identified with specific language impairments or with speech impairments. It is not uncommon for many of these children to be labeled as having challenging behaviors or communication disorders, when in fact they are following a fairly typical developmental path in acquiring a second language. This brief uses a question and answer format to address the following issues related to working with preschool-aged children who are second language learners: (1) Why is understanding the impact of language so confusing?; (2) How can I tell if it is really a behavior problem?; (3) What behaviors can I expect from young English-language learners?; (4) What can I do?; (5) Who are the children who have participated in research on this topic?; (6) Where do I find more information on the topic of second-language acquisition?; and (7) What is the scientific basis for this practice?. Examples of how specific practices might be used and a one page summary handout for practitioners and families are included. (SG)
Descriptors: Behavior Change, Behavior Development, Behavior Problems, Classroom Techniques, Cultural Influences, Early Intervention, Educational Practices, Emotional Development, Family Characteristics, Preschool Education, Prevention, Second Language Learning, Social Development
Center on the Social and Emotional Foundations for Early Learning, 61 Children's Research Center, 51 Gerty Dr., University of Illinois at Urbana Champaign, Champaign, IL 61820 ($1). Tel: 217-333-4123; Fax: 217-244-7732; e-mail: email@example.com; Web site: http://csefel.uiuc.edu. For full text: http://csefel.uiuc.edu/whatworks.html.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Parents; Practitioners
Sponsor: Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau.; Administration on Children, Youth, and Families (DHHS), Washington, DC. Child Care Bureau.
Authoring Institution: N/A
Note: Prepared by the Center on Social and Emotional Foundations for Early Learning.