A Bilingual Mandarin Speaking Child - Learning Dispositions and Outcomes - Case Study Example

Child and the Family Case Study The child profile Name: Samuel Age: 4 1/2 years Early Childhood service attended: Kindergarten Language spoken: Mandarin and English Ethnicity: Chinese Interests i) Samuel is greatly interested in listening to Chinese traditional stories. ii) He also likes drawing. After listening to the stories Samuel remembers a lot of details about the stories and then draws pictures of the stories from his imagination iii) Samuel also loves singing Chinese songs from one of his favorite Chinese stories known as the Spine and Clam as narrated by his mother iv) He also has an interest in Chinese poetry and he is proficient in reciting the poems that he listens to on audio tapes v) According to Samuels mother; Daphne, Samuel also likes traditional Chinese art whereby he likes to paint Chinese art works Learning dispositions 1) Samuel displays responsibility, when he is asked to assist in telling his story to the entire group; he agrees and stands up before the class enthusiastically holding the pictures 2) He is also courageous, he is able to stand before the group and narrate his story before all the children at the mat. 3) Samuel is also confident. He confidently uses Mandarin gestures and words when he shares his story to the group The assessment approach presented in this particular case study is linked to the contribution of relationships during assessment. According Te Whariki (1996, p30) assessment is usually influenced by the relationships that exist between adults and children. Whariki (1996, p30) highlights that this relationships should be put into consideration when undertaking assessment. As indicated by the case study, the teacher in this context uses Samuel and his mother to present a story from their Chinese culture using the Mandarin and English language. In addition, Samuels’s mother contributes to the assessment through sharing specific details concerning Samuels’s interests. I believe that this approach greatly improves the process of assessment based on the fact that the expectations of an adult towards his/her child, brings about a powerful influence on the lives of children and their learning process. Four Indicators of Samuel’s learning experience that can be matched with learning outcomes in relation to Te Whaariki 1) The learning experience assisted Samuel to realize that his first language is also valued. The use of Samuels’s first language Mandarin was incorporated into the story through story telling (Communication, 2:6) p76. The teacher gave Samuel an opportunity to tell his favorite story the Spine and the Clam using the Mandarin language. In addition the teacher also assisted Samuel to narrate the story by adding in some Mandarin words. This experience gave Samuel a chance to express himself deeply using his first language. Furthermore, I believe that this approach cultivates a sense of belonging for both Samuel, which is a crucial factor for child development and learning. 2) The experience also enhanced Samuels’s ability to use no-verbal methods of communicating and expressing imaginative ideas (Communication, 1:2) p74. Samuel displayed facial expressions of how the characters of his favorite story (the calm and the bird) felt like. In addition when presenting his story he uses gestures in order to express Mandarin words. This experience gave Samuel an opportunity to express his feelings and emotions in a variety of non-verbal ways. 3) The learning experience also gave Samuel an opportunity to understand that symbols can actually be read by others. In addition, thoughts, ideas and experiences can be represented through models , print, words, pictures, numbers, shapes, photographs and sounds (Communication, 3:1) p78. Samuel was very excited when he was asked to act out the characters of the story; the spine and the clam by using dough models. After modeling the characters Samuel was able to stand and express the ideas on the story using the models. Also, after a two months period, Samuel was able to draw pictures concerning the story which further resulted to him creating a book from the story. When these experiences are combined together, they provided Samuel with an opportunity perform written, visual and oral language skills. 4) The learning experience also assisted Samuel with a chance to develop confidence with the process of art and craft, which includes activities such as drawing, cutting, painting, construction and print making (Communication, 4:2) p80. A variety of art and craft activities are used by the teacher for instance he instructs Samuel to draw the characters of the story. The teacher also encourages Samuel to construct simple puppets of the characters that exist in his story. Map of possible actions and activities for exploration of the knowledge and contexts that Relate to Samuel’s Experience Oral literacy Visual Literacy Literal Literacy Inviting Samuel to talk about his drawings and painting to the rest of the class Introducing various visual Medias such as T.V programs which display children stories Encouraging Samuel to draw and paint designs of the various characters in the stories he recites Inclusive teaching and learning approach that can enhance and promote Samuels emerging languages and literacies In my opinion, I believe that the social learning approach is an effective strategy of enhancing literacies and languages. Cullen (2002) highlights that social learning entails learning about literacy through interacting with others as opposed to individual and cognitive processes. As propagated by the social conservatism theory such as Pieget, learning is in most cases socially contrasted as a result the learner should be provided with an environment with authentic and meaningful experiences where they can be able to construct literacies and acquire meanings. Samuel in this case has a great interest in story telling especially in terms of narrating the stories using Mandarin language. With this aspect in mind, the social learning approach can be used to advance Samuels literacy abilities. I will use the learning and doing teaching method whereby Samuel is constantly given a chance to present his stories to the class. In addition I will also ask Samuel to invite other learners in the class so that they can act the Snipe and the Clam story together. This will enable Samuel to acquire more English words from other children as he also teaches other learners his first language. According to Callow, (1999) visual literacy is an essential aspect of learning. This is because images are an essential part of the culture in which we live in. In the same way young children can be able to identity patterns and symbols through learning images that represent things they think and see. I believe that it is essential for teachers to use a teaching framework that does not only consider the contextual and cultural aspects of images but also the linguist aspects or grammar that is inherent in the language should be displayed. As indicated by the case, Samuel draws pictures for his story, and Daphne his mother writes the words in both English and Mandarin. What is evident is that the pictures drawn by Samuel when written in both English and Mandarin can advance Samuels ability to understand the meanings of images. In order to advance Samuels interests in drawing pictures of which will enhance his visual literacy I would suggest that he would use various mediums in creating the images or pictures in his story this include; wooden chips, pebbles , marbles, glue and even stones. After Samuel draw’s the images I will then use the question and answer method by asking questions such as: What picture have you drawn? What is the image in the picture doing? Samuel also seems to display a great deal of oral skills based on the fact that he can confidently stand before the class and share his story the rest of the class. As highlighted by Engels, (1994) story telling is basically one of the primary ways in which children communicate to one another. In my opinion as proposed by the Nativist theory, human beings are usually born with an innate ability for language. It is therefore essential for early childhood practitioners to identify the language potentials that children posses and then integrate this capabilities in the child’s literacy learning process (Rohl, 2000). In this context story telling is an innate attribute that Samuel posses and it should be advanced effectively in order to improve the child’s oral skills or capabilities. I would encourage other learners in the class to also present their stories using the English Language in order for Samuel to listen to their stories. As highlighted by Siraj and Clarke (2000), as children enter into a new environment, cultures usually change. I therefore believe that it is essential for Samuel to not only appreciate his Chinese culture but also he should be aware of the new culture and language that exist in his environment. I would therefore assist Samuel to learn to tell his story using the English language after which he would also tell the story to the class using the English language. This will support is oral English phonology and syntax as proposed by Jalongo, (2006). Creativity provides a child an opportunity to express themselves Samuel is creative in terms of drawing and painting the imagines from his favorite story. I would therefore encourage Samuel’s art work abilities by providing him with different drawing designs which he would use to demonstrate his story. Analysis of two resources and tests: The two texts will be analyzed in the text are indicated in Appendix 1 and 2. The texts that would be analyzed include; A fiction; the Legend of the Chinese Dragon the second article is My First Book of Mandarin Chinese Words . The fiction book the Legend of the Chinese Dragon can be used in supporting Samuels’s language/literacies based of the fact that it gives a child the ability to be imaginative and this can enhance creativity for instance through drawing the pictures in the book. In addition the child can also develop skills of expressing the storyline which may stimulate the language development. According to Makin et al, (1995) one of the effective ways of stimulating language development is creating an environment where the language is consistent. The Legend of the Chinese Dragon provides both the English version and the Mandarin version of the Mandarin dragon story; this may assist Samuel’s language development. The article My First Book of Mandarin Chinese Words can be used in supporting literacies/language based on the fact that role play promotes social learning. The article propagates that when children are provided with an effective social environment, the learning of language and words becomes more effective . As argued by Cullen (2002) social learning greatly assists in language acquisition among young children. Critically current issue that arises from this particular study, for bilingual children and family in Aotearoa, New Zealand One of the critical issues arising from this particular study is that parents play a crucial role in the language acquisition of bilingual children. Makin (1995) highlights that when a family has a mindful policy of bringing up their child bilingually, they may get worried about the impacts of the decision on the language development of the child. Research also indicates that children who are raised in bilingually stimulated environments may face the challenge of slower language development in certain areas. My observation is that many families in Aotearoa, New Zealand are more inclined to bringing up their children bilingually. I believe that it is vital for parents to be greatly involved in the language development of their children. As indicated by the case, Samuel’s mother was greatly supportive of his son, she would assist him in telling the story using the Mandarin language and also writing down the story using the English language. Macpherson (2001) highlights that in the recent years the Aotearoa population in New Zealand have slightly been moving away from their traditional identities. This has been influenced by the dynamics of living in a complex society. In my opinion I however believe that there is need for the Aotearoa people to still maintain and identify with their language and culture. As indicated in the case of Samuel the aspect of a child’s culture is an integral factor in assisting children who are growing up in a bilingual society. I believe that Te Whariki guideline is a good initiative that has assisted in bringing back the connection between language and culture essentially for bilingual children and families in Aotearoa. As the first curriculum initiative developed in New Zealand, Te Whariki is an important framework that acknowledges the contribution of culture and social learning. In this case I believe that in order to effectively raise and teach bilingual children, culture and society should not be eliminated from the process. In conclusion what is evident from this particular analysis is that language is an important aspect that is socially and culturally constructed. References Cullen, J. (2002). The social and cultural contexts of early literacy: Making the links between homes, centers and schools. In P. Callow, J. (1999). Image matters: Visual texts in the classroom (pp. 1-13). New South Wales: Primary English Teaching Association Engels, S. (1994). Stories children tell: Making sense of the narratives of childhood (pp. 190-204). New York: W.H. Freeman and Co. Jalongo M. R., (2006). Early Childhood language arts (4th ed.) (pp.51-67) Boston: Ally & Bacon. Makin, L., Campbell, J., & Diaz, C. J. (1995). One childhood, many languages: Guidelines for early childhood education in Australia (pp. 40-58). Pymble, N.S.W.: Harper Educational Publishers. Macpherson, C. (2001). One trunk sends out many branches: Pacific cultures and cultural identities. In C. MacPherson, P. Spoonley & M. Anae (Eds.), Tangatao te moana nui: The evolving identities of pacific peoples in Aotearoa New Zealand (pp. 66-80). Palmerston North: Dunmore Press. Rohl, M. (2000). Learning about words, sounds and letters. Literacy learning in the early years (pp. 57–80). Crows Nest, N.S.W.: Allen & Unwin. Siraj-Blatchford, I., & Clarke, P. (2000). Supporting identity, diversity and language in the early years (pp. 91-94, 104-106). Buckingham: Open University Press. Te Whàriki.(1996). Early Childhood Curriculum Ministry of Education. Ministry of Education. Wellington, New Zealand. Appendix 1 EDCURRIC 631 Languages and Cultures 2012 Name: Critical comments on texts (Books, Videos, Films, CD-ROM) Category: Fiction Author, date, title, place, publisher and illustrator (if not the same as author): Sellier, M, Louis, C, Fei, W and Kazeroid, S.(2007). Legend of the Chinese Dragon (English and Mandarin Chinese Edition) . Illustrative and linguistic features: Note significant features (colour layout design and rhyme, prose, poetic language) Use of fiction pictures through the use of bright colours, creative patterns and designs The author uses bold colours and capital letters in order to emphasize the story The story line uses simple words to communicate. The sentences are also short and understandable The author uses repetition of sentences and words in order to lay emphases Author’s view and voice/discourses/view of the world: Critical questions: Whose voice and views are being expressed? Whose view of the world is presented here? Whose voices are missing? The author of the of the story is the narrator The cultural view of the Mandarin language is represented in the story Significant aspects of the Pacific are represented in the story Author’s intention and/or preferred audience: The author’s intention is to develop imaginative thinking in children The author also wants to promote the Chinese culture This text is of value to a child’s languages and literacies because…. (Support for child’s oral, visual or /and written language?) Oral: The story can assist children in developing oral skills such as pronunciation of words and sentences, for instance when children repeat the sentences and words in the story. As stated by Rohl (2000), children can acquire phonetic sounds and also recognize various sounds when they repeat words. Written: Based on the fact that Samuel likes to draw, he can draw the dragon pictures from the Legend of the Chinese Dragon stories. Visual: Visual skills can be derived from the bright colours that exist in the book. According to Callow (1999) visual texts are usually inspired by culture. In every culture the drawings, paintings and designs use certain types of cultural colours. The book has used various colours that are used in the Chinese culture. EDCURRIC 631 Languages and Cultures 2012 Name: Critical comments on texts (Books, Videos, Films, CD-ROM) Category: Non fictional Author, date, title, place, publisher and illustrator (if not the same as author): Kudela,K.(2009). My First Book of Mandarin Chinese Words: Bilingual Picture Dictionaries. Capstone. Illustrative and linguistic features: Note significant features (colour layout design and rhyme, prose, poetic language) The book has bright colours The author uses simple language The language used in the article is rhythmic which can enhance language acquisition for children when they repeat the words Author’s view and voice/discourses/view of the world: Critical questions: Whose voice and views are being expressed? Whose view of the world is presented here? Whose voices are missing? Author’s view’s is represented The authors view is that children can acquire language effectively if an effective environment is provided The authors view point is that learning is effective when interaction takes place Author’s intention and/or preferred audience: Children to acquire language in the simplest way using simple visual, oral and written language This text is of value to a child’s languages and literacies because…. (Support for child’s oral, visual or /and written language?) Oral: The story can assist children in developing oral skills such as pronunciation of words and sentences, for instance when children repeat the sentences and words in the story. As stated by Rohl (2000), children can acquire phonetic sounds and also recognize various sounds when they repeat words. Written: Samuel can write down the words used in the book .This will enhance his writing abilities. Samuel can also draw the pictures highlighted in the book. Visual: The book uses bright colours that exist in the book. Callow (1999) ,highlights that; visual texts are usually inspired by culture. In every culture the drawings, paintings and designs use certain types of cultural colours. The book has used various colours that are used in the Chinese culture. Read More