Maya Losardo, Age 6

LET'S SAY IT ANOTHER WAY!

Main Purpose
To develop vocabulary, narrative skills, and literate discourse

Children learn about the symbolic and arbitrary nature of language and print. They learn that objects, people, and events can be represented through the use of different symbolic systems. They learn about the conventions of language and print and their role in the communications of a specific group or culture.

Materials
Paper; crayons; objects presenting information about different cultures

Description of the Activity
During circle time, tell children different ways of saying and writing common words (e.g., hello, good-bye, thank you, yes, no) in foreign languages. If children in the class speak languages other than English, then choose their language and have them translate the words. Make labels in different languages for objects in the classroom, and draw children's attention to them during daily activities. Display boxes of products containing print in more than one language, such as Canadian products with English and French print. The purpose of this activity is not for children to learn specific words in foreign languages but to become aware that oral and written languages are specific to social groups and cultures. Encourage discussion about other countries, cultures, and traditions.

This activity develops the following behaviors and concepts that are related to early literacy:

Print/Book Awareness
Print-book conventions; awareness of graphic symbols

Metalinguistic Awareness
Perception and memory for sounds-words, phrases

Oral Language
Vocabulary-words and sentences; narrative skills-narrations of real events; literate discourse-decontextualization, interpretive/analytic discourse

ADULT-CHILD INTERACTIVE BEHAVIORS

High Demand/Low Support

Children participate actively in discussions about other countries, cultures, and traditions and say words they know in foreign languages.
They will:
seek definitions of words, use cognitive and metalinguistic words, and make interpretations and judgments

Support Strategies

• Open-ended questioning
  Ask general questions.
  What's it like in Mexico?
  What do people eat?
  What's the weather like?
  Which kinds of plants grow there?
  
  Encourage children to make interpretations and use cognitive and metalinguistic words.
  What do you think "neko" means?
  What did you notice about the signs in Chinatown?
  
  
• Cognitive structuring
  Explain that different words and signs are used in different languages to represent the same object.
  
  
• Task regulation
  Provide visual and other contextual cues (e.g., pictures, objects, maps) to help children identify the meaning of foreign words.
  
  
• Instructing
  Ask direct questions.
  How do you say "hello" in Korean?
  How do we say "gato" in English?
  
  Use peers as models. Provide models, and repeat request.
  The Koreans say "agno." How do you say "hello" in Korean?
  

Medium Demand/Medium Support

Children relate personal experiences and knowledge about countries and cultural traditions. They will:
describe explicit causal and temporal sequences among events and generalize experiences to other settings

Support Strategies

• Open-ended questioning
  Encourage children to talk about their personal experiences with other countries and cultures.
  What did you see when you visited your grandma in Puerto Rico?
  How does your mother make tamales?
  How do you say "good night" in Mandarin?
  
  
• Cognitive structuring
  Help children sequence events.
  First, you light the candles. Then what?
  
  
• Task regulation
  Have children talk about a relevant book read in class or at home. Have children talk about objects they have brought to school from home.
  
  
• Instructing
  Model by talking about your own culture and personal experiences.
  Here's a story my grandfather told me about when he lived in China.
  
  Ask children direct questions.
  How do you say "hello" in Hawaiian?
  What is Ramadan?

Low Demand/High Support

Children will:
label and comment on objects, pictures, and events

Support Strategies

• Open-ended questioning
  Ask general questions.
  What's happening in this picture?/
  What do you use this for?
  
  

• Task regulation
  Have children talk about objects that are familiar and present in the immediate environment.
  
  
• Instructing
  Ask direct questions.
  What's this?
  
  Ask children to label or describe an object or picture following a peer model.
  
  Provide a model, and elicit a response.
  This is a dog. "Ma" is the Thai word for dog. What's this?

Comments/Adaptations

Comments
This activity can be integrated within a reading of folktales or a Velcro board story. Children can create books themselves. Teach children songs in different languages. Make audiotapes of people speaking in different languages and accents. Visit ethnic stores that sell food, literature, and other objects from diverse cultrues.

Link with Print/Book Awareness
Use storybooks in other languages and that use different alphabetical systems (e.g., Greek, Russian, Chinese). Create books that describe and contain words from the cultures of the children in the class.

Home Link
Encourage children to bring from home books and songs in foreign languages and articles or souvenirs from othe countries or cultures.

(Notari-Skyverson, A., O'Connor, R.E., & Vadasy, P.F. (1998). Ladders to Literacy: A Preschool Activity Book. (pp. 253-255). Baltimore: Paul H. Brookes Publishing Co. (#3173; $49.95); toll-free telephone: 1-800-638-3775; fax: 410-337-8539; web site: www.brookespublishing.com)