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Using Blissymbolics can have an positive impact on children's acquisition of English language although not necessarily on their understanding of grammatical functions. This research showed that teaching and using Blissymbolics, alongside basic language acquisition support, will help children in developing a stronger, more meaningful relationship between English and their first language. It can enhance a child's use of Standard English in particular and be a valuable aid in their journey towards bilingualism.
Test Group made slightly more progress overall
The Developmental Sequence
Teaching Blissymbols
Demie (2011)
Revise, Recap, Learn, Test, Link
Demie (2011)
Cummins (1992)
Hakuta et al (2000)
Selecting and Assessing Children
Cummins (1992)
pictures
Collier (1992 & 1995)
adults model
English
within context
“It takes on average five to seven years to become fully competent in a second language, although individuals will vary in the speed with which they acquire this competence. Fluency in spoken English is usually achieved with two years, but the ability to read and understand more complex texts containing unfamiliar cultural references and to write the academic English needed for success in examinations takes much longer.”
first language
low pressure opportunities to talk
key words
modelled English
from peers
pretaught vocabulary
?
out of classroom small group environment
2 children
daily
1:1 or 2:1
use of first language
New to English
focus on key words within a context
The symbols do not correspond at all to the sounds of any spoken language, it is a purely visual, semantic language
Unlike Sign Language, it has grammatical function (tenses, person, plurals, word types)
Could form a semantic bridge between first and second language
Small group intervention working with children who are new to English in a 1:1 or 2:1 setting
Taught Blissymbols alongside child's first language then continued to attach English language alongside these
Identified if the child's awareness and use of grammar in particular was accelerated beyond that of the control group children based on teacher's assessment (looking at AF4 & AF5) and English Grammar, Punctuation and Spelling result