HI, SOYUL. YOUR HANDS ARE DRY NOW? YES.
Marlene Zepeda, voice-over: HOW THE TEACHER
SUPPORTS THE CHILDREN
IN THEIR VARIOUS STAGES OF DEVELOPMENT
OF SECOND LANGUAGE ACQUISITION IS VERY IMPORTANT.
IT'S IMPORTANT FOR THE TEACHER TO MATCH THEIR TEACHING STRATEGY
TO THE NEEDS OF THE CHILD IN A PARTICULAR STAGE.
[SOYUL SPEAKS KOREAN]
WHAT IS IT?
[SOYUL SPEAKS KOREAN]
IS IT A COOKIE?
[SOYUL SPEAKS KOREAN]
TOKKI JIB.
Marlene Zepeda, voice-over: YVETTE IS VERY DELIBERATE
AND INTENTIONAL IN HER SUPPORT OF SOYUL.
IN THE FIRST STAGE, WHICH IS THE STAGE WHERE
SOYUL IS ONLY SPEAKING KOREAN,
TEACHER YVETTE RECOGNIZES THAT THIS CHILD
ONLY KNOWS THAT LANGUAGE
AND IN FACT, TEACHER YVETTE
TRIES TO SAY SOME WORDS IN KOREAN
AND TRIES TO IDENTIFY WHAT SOYUL IS TRYING TO COMMUNICATE
BY ASKING HER AND REPEATING THE WORD,
AND IT--TO BEGIN TO DEVELOP THAT RELATIONSHIP
THAT HEY, I REALLY AM CONCERNED ABOUT YOU,
I CARE ABOUT YOU, I WANT TO KNOW WHAT YOU'RE INTERESTED IN.
SO, YOU SEE THAT VERY CLEARLY IN THEIR INTERACTION.
[SOYUL SPEAKS KOREAN]
TOKKI JIB.
[SOYUL SPEAKS KOREAN]
TOKKI JIB. WHAT'S TOKKI JIB?
IS IT STRUCTURE?
IS THIS TOKKI JIB?
TOKKI JIB?
YVETTE HAS A PARTICULARLY EXPRESSIVE FACE.
I THINK YOU CAN SEE WHEN SHE'S--
IN THE EARLY PARTS OF THE VIDEO
WHEN YVETTE IS TRYING TO LET SOYUL
KNOW THAT SHE'S INTENTLY INTERESTED
AND SOYUL IS STILL SPEAKING KOREAN TO HER
BECAUSE SHE HASN'T QUITE FIGURED OUT THAT
YVETTE DOESN'T HAVE ANY KOREAN LANGUAGE.
BUT YOU CAN SEE BY THE INTENSITY OF YVETTE'S EXPRESSION
AND BY THE MULTIPLE TIMES SHE TRIES TO GUESS
WHAT DOES IT MEAN.
IS THIS TOKKI JIB?
TOKKI JIB?
Gay Macdonald, voice-over: YOU CAN SEE
THAT SOYUL STOPS RESPONDING
AFTER A WHILE, BECAUSE TEACHER'S NOT GETTING IT
AND SHE DOESN'T KNOW HOW TO TELL HER,
"YOU'RE JUST NOT GETTING IT."
BUT YVETTE KEEPS TRYING.
SHE KEEPS TRYING AND I THINK THAT
THAT CONVINCES SOYUL, THAT TOGETHER WITH OTHER THINGS,
CONVINCES SOYUL THAT HERE IS A TEACHER WHO WANTS TO
UNDERSTAND HER,
WHO WANTS TO COMMUNICATE WITH HER,
WHO WILL TAKE CARE OF HER.
SO, IT'S ESTABLISHING THE RELATIONSHIP.
MAYBE BECAUSE YVETTE STARTED SCHOOL
AS A NON-ENGLISH SPEAKER
AND SHE REMEMBERS HOW THAT WAS--
SHE HAD A LITTLE MORE ENGLISH THAN SOYUL HAS,
BUT SHE KNOWS WHAT IT FEELS LIKE TO BE A LITTLE OUT OF SYNC
AND NOT HAVE ALL THE WORDS AT YOUR COMMAND THAT YOU MIGHT NEED.
THAT SORT OF INSECURE FEELING OF
HOW AM I GOING TO EXPRESS MYSELF?
AND OF COURSE, THAT WAS WHAT SOYUL'S PARENTS FELT VERY STRONGLY.
SO, IT WAS REALLY IMPORTANT
FOR YVETTE TO REACH ACROSS THE LANGUAGE DIVIDE IN SOME WAY
TO ASSURE SOYUL'S PARENTS THAT WE WOULD TAKE CARE OF HER.
AND OF COURSE, THAT WAS WHAT SOYUL'S PARENTS FELT VERY STRONGLY.
WE'RE LEAVING OUR CHILD IN A SCHOOL
WHERE PEOPLE DON'T SPEAK KOREAN,
ALTHOUGH THERE WERE OTHER CHILDREN THAT COULD SPEAK KOREAN.
BUT HOW WILL SHE TAKE CARE OF HERSELF
AND WHO WILL TAKE CARE OF HER?
AND OF COURSE, SOYUL COULD MIRROR THAT ANXIETY A LITTLE
AND FEEL LIKE, "WELL, WHO IS GONNA TAKE CARE OF ME
IF MY PARENTS AREN'T HERE?"
AND THEN YVETTE'S JOB IS TO LET HER KNOW CLEARLY,
"I'M HERE FOR YOU EVEN THOUGH I SPEAK A DIFFERENT LANGUAGE
AND I'LL TRY TO UNDERSTAND."
Linda M. Espinosa, voice-over: THE LANGUAGE THAT A CHILD BRINGS
WITH THEM IS EMBEDDED IN A DEEP STRUCTURE OF CULTURE
THAT'S LEARNED IN THEIR MOST INTIMATE SETTING
WITH THEIR PARENTS AND THEIR EXTENDED FAMILY.
SO, THEY'RE NOT JUST LEARNING WORDS AND SYNTAX AND GRAMMAR.
THEY ARE REALLY LEARNING ABOUT HOW TO BE,
ABOUT HOW TO SEE THE WORLD,
ABOUT HOW YOU RELATE TO YOUR ELDERS,
ABOUT WHAT'S PROPER BEHAVIOR,
AND ALL OF THAT IS CONTAINED
WITHIN THIS STRUCTURE OF LANGUAGE
AND HOW YOU USE IT TO BECOME A MEMBER OF THE CULTURE
THAT YOU'RE GROWING UP IN.
IN FACT, WE ALL SPRANG FROM
SOME VERY SPECIFIC CULTURAL LESSONS
LEARNED VERY, VERY EARLY THAT WE'RE PROBABLY NOT EVEN AWARE OF.
BEFORE YOU EVEN START SPEAKING.
HOW YOUR MOTHER HELD YOU, WHETHER SHE LOOKED AT YOU.
THE ROLE OF YOUR FATHER. WHAT ARE THE EXPECTATIONS FOR YOU?
THESE ARE THINGS THAT YOU LEARN
AT A VERY EARLY AND VERY DEEP LEVEL
THAT THE LANGUAGE IS A MECHANISM
TO COMMUNICATE AND CONTINUE WITH THAT.
SO, WHEN YOU DO START EXPECTING CHILDREN
TO LEAVE A HOME LANGUAGE AT THE DOOR
OR TO ONLY USE IT FOR LIMITED PURPOSES,
WHAT YOU'RE REALLY DOING IS ASKING THAT CHILD
TO LEAVE THEIR IDENTITY, THEIR MOST IMPORTANT LESSON, BEHIND,
AND NOT TO USE THEM AS THE FOUNDATION, THE SECURITY
FOR ATTEMPTING DIFFICULT TASKS AND FOR
ACHIEVING WHAT THIS SOCIETY EXPECTS OF YOU.
BIRD SAYS, "TWEET TWEET. TWEET TWEET."
CAT. CAT SAYS... WHAT DOES CAT SAY, SOYUL?
CAT SAYS...
Marlene Zepeda, voice-over: IN THE SECOND STAGE OF DEVELOPMENT,
THE QUIET OR THE NON-VERBAL STAGE,
WHERE THE TEACHER IS READING A BOOK TO SOYUL,
SOYUL THROUGHOUT THIS STAGE DOES NOT VERBALIZE,
BUT SHE IS LOOKING AT THE PICTURES,
SHE'S LISTENING TO WHAT THE TEACHER HAS TO SAY,
SO THE TEACHER IS SAYING, "THE BIRD GOES TWEET, TWEET, TWEET,"
AND SO, SHE'S LOOKING AT THOSE PICTURES.
DO YOU HAVE EARS? YEAH?
SHOULD WE SING A SONG?
♪ WHERE IS THUMBKIN? WHERE IS THUMBKIN? ♪
♪ HERE I AM, HERE I AM... ♪
Marlene Zepeda, voice-over: THEN THEY CUT TO WHERE SHE--
THEY'RE DOING "WHERE'S THUMBKIN? WHERE'S THUMBKIN?"
AND HERE YOU SEE SOYUL VERY-- VERY INTENTLY
TRYING TO IMITATE WHAT THE TEACHER IS DOING
WITH HER HANDS, WITH HER GESTURING.
SO, EVEN THOUGH SHE'S NOT VERBALIZING,
SHE'S TRYING TO PARTICIPATE AND BE ACTIVELY INVOLVED
IN THE ACTIVITY BY USING HER BODY LANGUAGE.
SO, YOU SAW THAT IN STAGE TWO.
SO, HERE AGAIN IS A GOOD EXAMPLE OF THE TEACHER
TRYING TO USE TEACHING STRATEGIES AND TECHNIQUES
TO SUPPORT THE NEEDS OF THE CHILD
AT THAT PARTICULAR STAGE OF DEVELOPMENT.
Gay Macdonald, voice-over: IF YOU JUST WATCHED THE VIDEO,
BECAUSE IT'S CLIPS OF TIMES WHEN
YVETTE WAS BEING THERE FOR SOYUL,
YOU MIGHT THINK, "OH, THIS TEACHER SPENT
"ALL DAY WITH THIS CHILD.
"HOW COULD SHE DO THAT?
HOW COULD--DIDN'T SHE HAVE ANY OTHER CHILDREN?"
AND OF COURSE, SHE DOES HAVE OTHER CHILDREN.
THERE ARE 22 CHILDREN IN THAT CLASS OF 3-YEAR-OLDS.
IT'S QUITE A LOT. AND YVETTE WAS AN IMPORTANT PERSON.
SHE WAS THE LEAD TEACHER IN THE CLASSROOM.
SO, YES, YVETTE HAD OTHER CHILDREN
AND SHE HAD A LOT TO DO AND SHE HAD A LOT TO KEEP TRACK OF.
BUT FOR SHORT TIMES, MOMENTS DURING THE DAY,
SHE WOULD BE ABLE TO GIVE SOYUL
THAT UNDIVIDED, FOCUSED ATTENTION
WHICH WAS THE PART THAT MADE SOYUL KNOW, FEEL,
YVETTE IS THERE FOR ME.
Yvette: LAURA, I THINK SHE'S ASKING YOU A QUESTION.
I MAKE CAN... CAN...CAN...
LAURA, SHE'S ASKING YOU A QUESTION.
COME ON OVER.
COME ON OVER, LAURA.
[INDISTINCT CHATTER]
Yvette: [INDISTINCT] ASK YOU A QUESTION.
SOYUL, WHAT DID YOU WANT TO ASK LAURA?
DO YOU WANT TO BUILD SAND CASTLES WITH ME? ASK LAURA.
LAURA, I MAKE CAN... CAN...CAN...CASTLE.
Yvette: DO YOU WANT TO JOIN ME?
DO YOU WANT TO JOIN ME?
DO YOU WANT TO JOIN HER IN MAKING SAND CASTLES?
OK. WELL, LET'S GET YOUR BUCKET
SO THAT YOU CAN MAKE THEM TOGETHER.
GOOD USING YOUR WORDS, SOYUL.
YOU AND LAURA CAN WORK TOGETHER.
Marlene Zepeda, voice-over: I THINK WHAT SHE DOES HERE
THAT'S REALLY IMPORTANT
IS SHE PAIRS HER UP WITH ANOTHER CHILD.
THIS TEACHER IN STAGE 3 REALIZES THAT
SOYUL'S LANGUAGE ISN'T SUFFICIENT TO REALLY ENGAGE IN
PEER INTERACTION VERY WELL,
AND SO, SHE NOTICES THAT SOYUL IS LOOKING FOR MAYBE
SOMEBODY TO PLAY WITH, AND SHE SAYS,
"OH, ARE YOU LOOKING FOR SOMEBODY TO PLAY WITH?
OH, HERE," AND THEN SHE FINDS HER A PLAYMATE,
AND SAYS, "OH, YOU'RE GONNA BUILD SAND CASTLES,
YOU'RE GONNA MAKE SAND CASTLES."
SO, SHE NOT ONLY FACILITATES HER PEER INTERACTION,
SHE GIVES THEM A CONTEXT OF WHAT TO DO
AND GIVES THEIR VOCABULARY IN THE SAND CASTLE.
SO, THIS TEACHER IS VERY ASTUTE
IN NOT ONLY RECOGNIZING HER NEEDS FOR LANGUAGE DEVELOPMENT
BUT ALSO RECOGNIZING HER NEED FOR
SOCIAL INTERACTION WITH HER PEER GROUP.
SO, I THINK THAT'S VERY POWERFUL.
Yvette: SOYUL, WHAT DID YOU WANT TO ASK LAURA?
DO YOU WANT TO BUILD SAND CASTLES WITH ME? ASK LAURA.
LAURA, I MAKE CAN... CAN...CAN...CASTLE.
Yvette: DO YOU WANT TO JOIN ME?
DO YOU WANT TO JOIN ME?
DO YOU WANT TO JOIN HER IN MAKING SAND CASTLES? OK.
SHE DIDN'T TELL HER, "YOU HAVE TO COME AND PLAY WITH SOYUL,"
BUT SHE JUST KEPT SAYING, "SOYUL IS ASKING YOU A QUESTION.
"COME CLOSER. COME BACK. COME OVER.
SOYUL WANTS TO ASK YOU SOMETHING."
AND THEN LEAVING SOYUL TO SAY, OR SOMETIMES COACHING HER,
GIVING HER THE WORDS, "DO YOU WANT TO BUILD A SAND CASTLE?"
BUT THE TEACHER IS NOW MOVING AWAY FROM
THE CENTER OF SOYUL'S FOCUS AND ALLOWING HER TO FOCUS ON
HAVING A FRIEND AND BEING A FRIEND AND MAKING A FRIEND.
AND THAT'S A VERY SENSITIVE AND INSIGHTFUL THING
FOR A TEACHER TO DO.
SO, SOMETIMES WITH A LESS EXPERIENCED
OR A LESS EMPATHETIC TEACHER,
YOU MIGHT SEE A RELATIONSHIP BEGIN TO DEVELOP
BETWEEN THE TEACHER AND THE CHILD,
AND THEN THE TEACHER MIGHT MAINTAIN THAT RELATIONSHIP,
BECAUSE IT IS SUPPORTIVE,
AND BECAUSE THERE'S CERTAIN SATISFACTION
FOR THE ADULT, TOO, IN MAKING THAT CONNECTION WITH A CHILD
AND FEELING GOOD ABOUT IT.
SO, IT TAKES A CERTAIN AMOUNT OF MATURITY
TO THEN STEP BACK AND MAKE ROOM,
BUT DON'T STEP OUT OF THE PICTURE,
STEP BACK IN THE PICTURE SO THAT
YOU'RE STILL SUPPORTING THE CHILD
BUT NOW THE FOCUS HAS CHANGED.
AND SO I THINK THAT'S ONE OF THE REALLY
NICE AND RATHER SUBTLE MESSAGES
THAT YOU COULD GET FROM WATCHING THIS DEVELOPMENT OF SOYUL,
FIRST WITH THE TEACHER, THEN WITH
THE TEACHER STRUCTURING A FRIENDSHIP
OR A POSSIBILITY FOR A FRIENDSHIP
AND THEN LATER SOYUL BECOMING VERY INDEPENDENT.
Yvette: OK, LET'S PRACTICE IT, SOYUL.
SOYUL, DOES YOURS SOUND THE SAME OR DIFFERENT?
[RATTLING]
[INDISTINCT] GO GET YOUR RAIN STICKS.
UM...
SAME OR DIFFERENT?
DIFFERENT.
DIFFERENT.
GOOD. CAN YOU PASS IT TO CHRISTIAN?
WHEN SHE WAS TALKING ABOUT THE RAIN STICKS, IT WAS IMPORTANT
TO NOTE HOW SHE INTEGRATED SOYUL WITHIN THAT GROUP,
AND SHE WAS VERY DELIBERATE IN HAVING THE CHILDREN
HAVE A HANDS-ON ACTIVITY TO COMPARE THE SOUNDS,
AND THE FOCUS OF THAT ACTIVITY
WAS FOR THE CHILD TO UNDERSTAND THE WORD "SAME"
OR UNDERSTAND THE CONCEPT OF "DIFFERENT."
AND SO, SOYUL WAS PART OF THAT GROUP,
BUT SO WERE THE OTHER CHILDREN.
AND SO, THIS WAS AN OPPORTUNITY TO PROVIDE
SUPPORT FOR SOYUL'S LEARNING OF THOSE CONCEPTS
WITHIN A SMALL GROUP ACTIVITY.
BALLET AND--
Moises Roman: WHAT IS THAT?
WHAT IS BALLET?
UM...KIND OF MOVEMENT.
A KIND OF WHAT?
KIND OF MOVEMENT.
A KIND OF MOVEMENT.
Marlene Zepeda, voice-over: ONE OF THE VERY IMPORTANT ASPECTS
OF LANGUAGE DEVELOPMENT FOR EITHER MONOLINGUAL
OR DUAL-LANGUAGE LEARNERS IS ORAL LANGUAGE.
CHILDREN NEED A LOT OF PRACTICE,
AND TEACHERS NEED TO PROVIDE THEM
WITH OPPORTUNITIES FOR THAT PRACTICE,
AND IN THE PRODUCTIVE STAGE, YOU CAN SEE
HOW THE TEACHER IS ASKING SOYUL ABOUT HER BALLET CLASS
AND ENGAGING IN DIALOGUE, A BACK-AND-FORTH DIALOGUE
WHERE HE ASKS HER OPEN-ENDED QUESTIONS
THAT DON'T HAVE YES OR NO RESPONSES,
WHERE SHE HAS TO PRODUCE LANGUAGE.
AND THIS IS EXTREMELY IMPORTANT
IN THE LIFE OF A CHILD LEARNING A LANGUAGE.
AND TO THE EXTENT THAT TEACHERS CAN
INTEGRATE THIS IN THEIR DAY-TO-DAY ACTIVITIES AND ROUTINES,
IT IS EXTREMELY IMPORTANT THAT THAT OCCURS.
DO YOU HAVE ANY SPECIAL THINGS
YOU WEAR FOR BALLET?
WHAT DO YOU WEAR FOR BALLET?
UM, BALLET, UM, BALLET CLOTHES.
BALLET CLOTHES. WHAT DOES IT LOOK LIKE?
PINK.
IT'S PINK?
I HAVE PINK TREASURE.
AND PINK TREASURES, TOO.
AND THEN PINK FLOWERS.
PINK FLOWERS. WHAT ELSE DO YOU WEAR FOR BALLET?
Marlene Zepeda, voice-over: WHAT IS REALLY FASCINATING ABOUT
THAT PARTICULAR INTERACTION
IS HIS USE OF OPEN-ENDED QUESTIONS.
THAT HE REALLY ENGAGED HER,
AND THIS IS SOMETHING THAT WE REALLY WANT TO PROMOTE
IN THE PRESCHOOL WITH TEACHERS,
THAT THEY DO HAVE LANGUAGE DISCOURSE
AND EXTENDED CONVERSATIONS WITH THE CHILDREN,
BECAUSE THAT'S HOW THEY DEVELOP THEIR VOCABULARY.
AND BALLET SHOES.
WHY DO YOU NEED BALLET SHOES?
BECAUSE YOU HAVE TO DANCE.
YOU HAVE TO DANCE. OH.
CHILDREN LEARN TO VALUE WHAT THE IMPORTANT PEOPLE IN THEIR LIVES
COMMUNICATE AS VALUABLE,
AND TEACHERS ARE SOME OF THE MOST
IMPORTANT PEOPLE IN YOUR LIFE.
SO, WHAT YOU SAY TO THE CHILDREN,
HOW YOU COMMUNICATE RESPECT FOR THEM,
FOR THEIR LANGUAGE, FOR THEIR CULTURE,
SENDS THIS HUGE MESSAGE ABOUT HOW VALUABLE THEY ARE
AS AN INDIVIDUAL, AS A HUMAN BEING,
AND THEY WILL FOLLOW YOUR LEAD.
AS YOU EMBRACE THEM AS A TOTAL HUMAN BEING,
THAT FEATURE OF INTERACTING WITH THAT CHILD
THEN ALLOWS THAT CHILD TO BLOSSOM AND TO GROW
AND TO ACCEPT AND TO REALIZE
THEIR TALENTS AND THEIR POTENTIAL.
THIS IS THE IMPACT WE HAVE AS TEACHERS
ON VERY YOUNG CHILDREN, IS THAT WE REALLY DO
HELP TO SET THEIR SENSE OF SELF-WORTH.
AND SO, WHAT YOU DO, HOW YOU INTERACT,
HOW YOU COMMUNICATE, HOW YOU DEMONSTRATE THAT RESPECT
WILL HAVE THE LIFELONG IMPACTS ON WHO THEY BECOME.
For more infomation >> GAO: U.S. Postal Service's Monopolies Video Podcast Preview - Duration: 0:31. 
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