1. The one parent-one language principle also known as ‘OPOL’ is a well-known approach, used by parents to raise bilingual children. This method is attempted by one parent speaking exclusively in one language to the child and the other parent speaking in another language. When I would advise parents to use this approach if they want to raise children bilingually is before the age of three years because this is when the two languages are simultaneously acquired by the child, after acquisition is sequential. In addition, the strategy I would advise later (around the ages of five or six years of age) is the mixed language approach where “The parents speak both languages to the child” (Baker, 100), because this will help the child become more aware
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Based on research reviewed in class, there is evidence that support the idea that learning ASL or LSQ slows down child language acquisition because at home they are not exposed to speech at home. In an abstract written by Jacqueline Sachs, Barbara Bard and Marie L. Johnson, they write about two hearing children who were raised by their mother who did not sign or speak to them at all. Although the older child had been exposed to hearing language from TV and nursery school, his speech performance where normal but based on language tests, there were weak areas revealed(Sachs). This is normal because without the exposure of a language, there are definitely restrictions while learning a first of second language. Though some deaf parents of hearing children worry that using a sign language will negatively interfere with their children’s acquisition, there are many methods that aid in making sure that children of Deaf adults, also known as CODA’s are learning both ASL and English simultaneously and in result will automatically use “…two systems to communicate, one with hearing people and one with the deaf” …show more content…
In result “these features demonstrate how French immersion in Canada needs to be revised and studied from new perspectives” (Roy, 400).
6. The changes made over the past 30 years that has changed French immersion: o The context of teaching and learning a second language o The increasing number of ESL students o The increasing number of teachers who speak French as a second language o The diversity in the school systems
The suggestion Sylvie Roy makes to researchers who are interested in ethnographic research, sociocultural and critical theories are:
1) To examine how teachers can understand sociocultural, sociolinguistic and cognitive theories when teaching students in French immersion programs
2) To study how to help students increase language acquisition
3) To look into how French immersion students can be evaluated based on how they are and what they can bring to the Canadian society as bilingual and
Based on research reviewed in class, there is evidence that support the idea that learning ASL or LSQ slows down child language acquisition because at home they are not exposed to speech at home. In an abstract written by Jacqueline Sachs, Barbara Bard and Marie L. Johnson, they write about two hearing children who were raised by their mother who did not sign or speak to them at all. Although the older child had been exposed to hearing language from TV and nursery school, his speech performance where normal but based on language tests, there were weak areas revealed(Sachs). This is normal because without the exposure of a language, there are definitely restrictions while learning a first of second language. Though some deaf parents of hearing children worry that using a sign language will negatively interfere with their children’s acquisition, there are many methods that aid in making sure that children of Deaf adults, also known as CODA’s are learning both ASL and English simultaneously and in result will automatically use “…two systems to communicate, one with hearing people and one with the deaf” …show more content…
In result “these features demonstrate how French immersion in Canada needs to be revised and studied from new perspectives” (Roy, 400).
6. The changes made over the past 30 years that has changed French immersion: o The context of teaching and learning a second language o The increasing number of ESL students o The increasing number of teachers who speak French as a second language o The diversity in the school systems
The suggestion Sylvie Roy makes to researchers who are interested in ethnographic research, sociocultural and critical theories are:
1) To examine how teachers can understand sociocultural, sociolinguistic and cognitive theories when teaching students in French immersion programs
2) To study how to help students increase language acquisition
3) To look into how French immersion students can be evaluated based on how they are and what they can bring to the Canadian society as bilingual and