Making a Difference Culturally & Linguistically Responsive Practices in Early Childhood...

Making a DifferenceMaking a Difference

Culturally & Linguistically Responsive Culturally & Linguistically Responsive PracticesPractices

in Early Childhood Education in Early Childhood Education

Susan M. Moore,

University of Colorado at Boulder

The contents of this workshop were developed partly under a grant from the

U.S. Department of Education. However, those contents do not necessarily represent the

Policy of the U.S. Department of Education, and you should not assume endorsement

by the Federal Government.

Learner Objectives

Participants will be able to:• Discuss the importance of early language and

literacy for each and every child learning more than one language with and without identified challenges

• Describe current research related to second language acquisition and processes and discuss impacts on the children in their classroom and educational programs in early childhood

Learner Objectives

• Discuss use of a multi-tiered approach to include dual language learners in early childhood programs addressing core principles of instruction, dispositions and teacher competencies

• Use current research and evidence-based practice to support each and every child learning more than one language in your classroom including connections to home

AgendaIntroductions … A Personal & Shared Reflection on Culture•The Beginning… …Exploring our beliefs… Implications for a Framework …Myths & Realities•Learning Languages: What do we know about children learning two or more languages?•Implications for practice: What are foundational principles and strategies with reference to a multi-tiered model?

Culture, Language, and Learning

To understand how young children learn a first and second language and how you can support their language development, it is necessary to understand the vital relationship among culture, language, and learning.

CultureCulture includes “ethnicity, racial identity, economic class, family structure, language, and religious and political beliefs, which profoundly influence each child’s development and relationship to the world” (NAEYC & NAECS/SDE 2003). It may be self-evident that language and learning are inextricably intertwined; perhaps less obviously but equally important, language and culture are also integrally linked.

Listening to Family Stories

Culture and language are imparted to young children from their families and communities. Young children learn to “understand those around them and to express their own fears, needs, and desires in the distinctive vocabulary of a home language that includes not only words, but also rhythms, gestures, patterns of speech and silence” (Sanchez 1999).

“The Importances of Stories, Culture, & Relationships”

Take a personal item out of your bag, backpack, or maybe something you are wearing that is very meaningful to you. Exchange stories about this item with the person next to you.

Reflection

Reflect upon what the stories tell you about yourself and your partner…are there messages that come through given the language used about:1. The powerful role of “stories” 2. Influence of “culture” 3.“Relationship” as a foundational principle that is woven through your stories

How do these three foundational principles thread through the development of early language and literacy….

Celebrating Language & Literacy

• How does focus on “story,” “culture,” and “relationship” weave through this video?

Quotes

“The ‘dance of conversation’ begins at birth”“ Babbling is the beginning of speech”“ Scribbling is the beginning of script”“ Play is the work of childhood” Mister Rogers“ Every baby should be talked to and read to” “ Preparing children to read prepares them for life”“ It’s never too early to give a baby a book” “ Literacy thrives when children are nurtures by

strong families…empowered by high quality services and supportive communities”

What we know about children learning two

languages…

• Demographics• Research Update: Influencing factors for

consideration …outcomes, myths, ages & stages, bilingual processes, socio-cultural & historical factors

• The “Reading”…What stage are you in?• What if the child has an identified challenge?• Implications for Practice?

Who are the children in your world?

In the last 10 + years, the Hispanic population in the United States has increased by 54% growing from 20.6 million in 2000 to 31.8 million in 2010. More than half in the total population of the U.S. was due to the increase in the Hispanic population

(www.census.gov/prod.cen2010) (The Hispanic Population 2010 Issued: 2011)

Growth

20.7% of total population 2010

Who are our children?

• Virtually all of America’s Latino children—more than 90 percent in 2013—are U.S.-born citizens. More than 40 percent have roots in this country that extend beyond their parents’ generation.

• While the majority (70 percent) have family origins in Mexico, the heritage of America’s Latino children also takes in Puerto Rico (a U.S. territory), Caribbean countries, countries in Central and South America, and Europe.

Change• Geographically, “gateway states” including

California 27.8%, Texas 18.7%, Florida 8.4%, New York 6.8%, and Illinois 4.0% account for the majority of the Hispanic population. However in recent years, 8 states in the South such as South Carolina (148% growth), Alabama, etc and more around the country have more than doubled their population of Hispanics.

More recently, and often within a matter of a few years, many communities throughout the United States are experiencing significant influxes of immigrant families—at times because a new industry has attracted a particular immigrant group, at other times because of refugee resettlements or changes in migration patterns.

Change Continues

More Information CLASP 2010

• 1 in 4 children under age 6 in US has a parent born outside the country with great variation in country of origin

• 25% of preschool age children of immigrants are not in school and make up 22% of the population currently served in pre K and K classrooms (Fortuny) 2009

• 1 in 4 children under age 6 live in households that speak languages other than English ( Capps et al, 2005)

Most Common Languages

Language Projections

• The use of languages other than English at home increased by 148% from 1980-2009. However, the specific languages have changes from Italian, German and Polish to Spanish, Vietnamese and Russian. By 2000 over 70% speaking a LOTE spoke Spanish, Chinese, Japanese, Korean Vietnamese or Tagalog consistent with immigration patterns.

• What might this look like in 2020?

2020

• Projections suggest that the US will continue to be a linguistically diverse nation in the coming years. The projections that the use of LOTE will increase over the next 10 years thought English is expected to be the ONLY language spoken by a substantial majority of US residents 5 years and older. The population speaking Spanish as well as the population speaking Portugese, Russian, Hindi, Chinese, Vietnamese, Tagalog and Arabic are projected to increase although Spanish is projected to be the most frequently spoke language other than English in the U.S. www.census.gov Language projections 2010-2020 , Federal Forcasters Conference, 2011.

Benefits of Bilingualism

Children who are proficient in their home language (or first language) are able “to establish a strong cultural identity, to develop and sustain strong ties with their immediate and extended families, and to thrive in a global, multilingual world” (Espinosa 2006).

Bilingual Babies

• (Aug. 30, 2011)-Research conducted at the University of Washington (UW) Institute for Learning and Brain Sciences suggests that the brains of bilingual babies remain open to learning a second language longer than the brains of monolingual babies. Furthermore, the research suggests that a baby's opportunity to learn a second language may begin to fade as early as the baby's first birthday.

• http//ilabs.washington.edu/i-labs-research Go to Key Areas of Research

Bilingual Baby Project

Through home visits and neural laboratory studies, UTSA researchers found that bilingual babies demonstrated flexibility when labeling objects in one language or the other. While conducting the Bilingual Baby Project, they also found that the amount of exposure to each language, the strategies the babies' parents used to promote bilingualism in their homes and parents' desires to raise bilingual children were very important in their babies' bilingual comprehension. New research substantiates babies become familiar with their native tongue in the womb.

Outcomes

• The advantages of bilingualism are commonly believed to involve…

• Cognitive

• Academic & Educational

• Economic

Research• Cognitive Advantage: Educators “should consider the

cognitive advantage that can accrue from knowing and using two languages instead of considering only the possibility of disadvantages, this has been the case traditionally when consulting with parents about the pro’s and cons of bilingualism” (Genesee et al, 2004)

• Academic Advantage: “Research clearly shows that students in bilingual programs can develop academic skills on a par with, or superior to, the skills of comparison groups of their peers educated in English only classrooms” (Genesee et al, 2004; Lindholm-Leary, 2004-05)

Research

Educational Advantage: Research findings even show that highly bilingual students reach higher levels of academic and cognitive functioning than do monolingual students or students with poor bilingual skills…

(Hakuta and Garcia, 1989)Economic Advantage “In addition, students

who are bilingual will have skills that enable them to take advantage of more career opportunities.” (August & Hakuta,1997)

Brain Research

• In spite of prevailing myths that bilingualism is detrimental to children’s development (Espinoza, 2008), recent brain research indicates that bilingualism promotes greater intellectual/cognitive flexibility and academic achievement over time (Bialystok, 2011).

Results

• Moreover, bilingual children demonstrate better communicative capacities (Petitto, 2009) and show greater cohesion across generations and across cultural/ linguistic groups resulting in healthier self-esteem, cultural identity, pride, and strengthened positive regard for their culture and heritage (Oh&Fuligni, 2010). Moreover, in our increasingly global economic environment, bilingualism may enhance employment opportunities (Portes&Rumbaut, 2001).

RESEARCH to Practice

• Research supports the effectiveness of instruction for young children in both their home language and in English (August, Calderón, and Carlo 2002; Barnett et al. 2006; Tabors 1997). Twenty states report permitting bilingual prekindergarten classes or monolingual prekindergarten classes in languages other than English (Barnett et al. 2010). Texas requires a school district that has 20 or more LEP students from any language group to create a dual language prekindergarten program.

UPDATE: www.clasp.org

• The study results find that the bilingual children perform much better than the monolingual children with respect to the executive functions that are associated with control. The researchers believe that these results indicate that bilingual children who are also low income can experience similar cognitive benefits of bilingualism, such as increased attention, as children who are bilingual but not low income.

How do we respond?

• As teachers and EC educators we need to examine the implications of this research…

• DLLTC Conceptual

Model

Teacher Competencies

Dispositions

Core Principles

Principles

• The Envelope Please …Discuss in small groups the following principles

DLLTC Core Principles

• Children have the rights to receive a high quality, linguistically and culturally competent education.

• Knowing more than one language benefits an individual’s cognitive, social and emotional development.

• The development of the first language is critical in the development of the second language

• The social emotional development of young children is central for language learning

DLLTC Core Principles

• Family engagement and involvement contributes to positive child outcomes, positive home interactions, and increase student success

• Effective teaching for DLL is founded on a strength-based approach to learning. The learner is perceived as possessing assets that positively contribute to his/her development.

• Reflective practice is a central component of teacher preparation and ongoing development

Dispositions

• The National Council for Accreditation of Teacher Education used dispositions in its model leading to teacher competencies. These dispositions influence behaviors toward students, families, colleagues and communities that impact student learning, motivation, and development as well as the educators own professional development. Dispositions are guided by beliefs and attitudes related to values.

Dispositions

• Reflection on dispositions leads to growth in competencies…

• Take 5-10 minutes to reflect on dispositions that impact your practice ...think about the power of intentional commitment.

Dispositions

• 1. Establish an ongoing commitment to building one’s competency and knowledge level about teaching young DLLs.

• 2. Maintain a commitment toward developing cultural responsiveness in the teaching of children from diverse linguistic and cultural backgrounds.

• 3. Develop and sustain a consciousness of the broader social realities confronting DLL populations and maintain a commitment to care for, support, and nurture young learners and their families in their natural linguistic and cultural realities.

Dispositions Competency

• 4. Develop and sustain a high tolerance for ambiguity while balancing competing priorities.

• 5. Advocate for what is in the best interest of the DLL children and families.

COMPETENCIES MATRIX www.afabc.org

Competencies for Two Performance Domains:

Language and Literacy & Social Emotional

According to Three language Ability Categories: Monolingual, Bilingual, & Biliterate

Across Three Levels: Beginning, Developing, Advanced

Listed by Components, Skills and Indictors

Foundational Competency

Knowledge of Acquisition of

Languages & Literacy including Benefits of

Bilingualism

Myth“One of the most widespread and harmful myths in

our society is that very young children will learn a second language automatically, quickly and easily- with no special attention to their needs for an optimal learning environment.”

Catherine Snow

Continuum

• Bilingual children present a wide range of language proficiencies that are dynamic and change over time, this makes studying bilinguals more difficult than studying monolinguals.

(Silva-Corvalan, 1991; & Figueroa 1994; Genesee, Paradis, & Crago, 2004; Grosjean,

1998; Kayser & Guiberson, 2008)

Heterogeneity

Heterogeneity

Some variables adding to the continuum of

Heterogeneity:

• Type of Acquisition: Age of exposure and interaction

• Internal/ External factors

• Socio-cultural context for bilingualism

Influence of Age

Simultaneous BilingualSimultaneous acquisition occurs when a child is exposed to both languages simultaneously from birth or a very early age

Sequential BilingualSequential acquisition occurs when a child becomes exposed to and begins to learn L2 after developing his/her L1

Variability

• Type of acquisition results in different developmental patterns and language behaviors (Arnberg, 1987; Cook, 1997; Harley & Wang, 1997; Krashen, 1982; & Tabors, 1997).

• Sequential bilinguals demonstrate a great deal of variability in rates and stages of language acquisition (Roseberry-McKibben 2003;Kayser, 2002; Genesee, Paradis, & Crago, 2004).

Updates on Research?

• Bialystok,(2009) Bilingualism: The good, the bad, and the indifferent

• Results indicate increase in executive function, and cognitive reserve, but the effect on linguistic proficiency

(“control of smaller vocabulary than monolingual peers”) = complex pattern

Research Update

• In spite of prevailing myths that bilingualism is detrimental to children’s development (Espinoza, 2008), recent brain research indicates that bilingualism promotes greater intellectual/cognitive flexibility and academic achievement over time (Bialystok, 2011

Updates on Research?

• Morton & Harper (2007) What did Simon say? Revisiting the bilingual advantage, Developmental Science, 10-6

Call for better control in differences in SES and ethnicity as an influencing factor

Internal and External Factors

• Language aptitude, motivation, and strength of first language may all influence rate of learning L2

• Exposure or input is critical in learning a new language as well as maintaining language proficiency

Language Exposure and Usage

(Patterson, Zuerer, Pearson, 2004)

Child Variables

• Age of exposure

• % of usage in L1 and L2

• Language use with

• siblings, and other family members

• Language of play

• General language ability

External Variables

• Adult language practices in the home

• Sibling language usage• Language of Instruction in• Access to languages

(language community) • Exposure to languages

through media

Stages of Second Language Acquisition

• Silent Receptive/ Comprehension

• Early Production

• Speech Emergence

• Intermediate Fluency

• Advanced Fluency Krashen, S.D.,1986

Children’s First Exposure to the Second Language (Tabors 1997)

Stages of L2 Development : 2 year study of observed stages By Tabors…

• Home Language Use: (Typically quite short)

• Non-verbal Period: (Varies in length)

• Telegraphic or Formulaic use: (“What’s up?; “I don’t know”)

• Productive Language: (Shift to novel utterances beyond formula)

What could Clara have done to make it easier?

• Use your handout…Stages & Behaviors

• What are implications for dual language learners in your settings?

Consider Typical Bilingual Processes

• “Language Loss”… can be transitional period/inter-language where students may demonstrate semi-bilingualism

• Reduced Exposure

• “Codeswitching”… “Code mixing”

• Cross-Linguistic Influence …Transfer/Interference

Schiff Meyers,1992;Kayser,1993;Roseberry-McKibbin, 1994; Genesee, Paradis and Crago, 2004

BICS and CALP “iceberg analogy”

Basic Interpersonal Communication Skills/ Conversational Proficiency

on the surface can lead one to think …you’re bilingual !

Cognitive/Academic/Language Proficiency (CALP) is fully developed for learning;

Cummins, 1976

Academic English

Academic language is the linguistic glue thatholds the tasks, texts, and tests of schooltogether (Zwiers, 2005) …The set of wordsand phrases that…

~ Describe content-area knowledge: “saturation”~ Express complex thinking processes and abstract

concepts: “compare and contrast”, “similarly” “justify and support”

~ Create cohesion and clarity in written and oral discourse: “as a result of”, “as evidenced by”

Additional Variables

Socio-Cultural Factors:

• Disproportionate representation of minority students in special education

• Family Perspectives

• Additive and Subtractive Perspectives

More Than Just Overrepresentation

Disproportionate Representation

Over-representation Under-representation Misidentification

Artiles, Rueda, Salazar, & Higareda, 2005; Artiles, Artiles, Rueda, Salazar, & Higareda, 2005; Artiles, Trent, & Palmer, 2004; Meyer & Patton, 2001Trent, & Palmer, 2004; Meyer & Patton, 2001; ; Gersten, Gersten, & Woodward, 1994; Artiles & Trent,1994& Woodward, 1994; Artiles & Trent,1994

In a study that included 100 Hispanic/Latino parents, over half of parents believed that they should not interfere with teacher decisions and that parents should maintain a respectful distance. (Lian & Fontánez-Phelan, 2001 )

“Most American Indians are not against formal education; however, when many children enter the classroom in a border town off the reservation they find themselves in alien environments without any familiar words, values or lifestyles. As the classroom activities and language becomes increasingly different from that at home, the students suffer a loss of confidence and self-esteem, a loss that is sometimes irreparable.” Lynch & Hanson, 2003

Family Perspectives

Family Perspectives

• Parents were confused by disability determination/classification

• Received limited contact or communication from schools

• Believed that professionals demonstrated low

effort when providing services and held negative attitudes towards the child and parents

Shapiro, Monzó, Rueda, Gomez, Blacher, 2004; Lian & Fontánez-Phelan, 2001; Zetlin, Padron, & Shapiro, Monzó, Rueda, Gomez, Blacher, 2004; Lian & Fontánez-Phelan, 2001; Zetlin, Padron, & Wilson, 1996)Wilson, 1996)

Attitudes

• Additive Bilingualism: Contexts where there is substantial support for continued L1 development and maintenance as the child acquires L2.

• Subtractive Bilingualism: Contexts where the use of L2 is required and thought to replace the child’s L1.

(Genesee, Paradis, & Crago, 2004)

Language Loss• Can lead to the loss of skills in the child’s L1• Children experiencing language loss fail to gain

proficiency in L1 as expected, and eventually stop speaking and understanding their L1 (Sharwood Smith & van Buren, 1991).

• Language loss can result in compromised parent-child attachment, less child directed speech, and decreased family cohesion (Luo & Wisemann, 2000; Sridhar, 1988).

Language Loss… More Than Losing a Language

Families from numerous cultural and linguistic backgrounds reported that as their children lost L1 skill, they also lost their cultural identity, values, and beliefs. Most importantly they lost their connection to home, and ability to communicate with family. Wong Fillmore attributed this to society that did not value multiculturalism.

(Wong Fillmore, 1991)

What if the child does have a disability?

This is huge …because her father’s side of the familydoesn’t speak English” Joyce Rochester ~ Parent

“We know that in appropriate circumstances, children, even those with language impairment, have the capacity to learn two languages. Professionals and parents need to assess whether the circumstances that a given child is in are conducive to dual language learning. They should never automatically assume that having two languages is the exclusive domain of children with typical development.”

Genesee et al., 2004

• Just because a child has a challenge or disability, it does not mean he or she cannot learn two languages… “multiple container theory” (Tabors, 1997)

• The research shows that children with SLI will be challenged in learning two languages, just as they are challenged in learning one language

(Genesee et al., 2004)

Video Snippet

Home Language and Culture

www.landlockedfilms.com

Research

• Children with disabilities are quite capable of becoming bilingual, and there is substantial benefit in encouraging development in the child’s first language

• Subsequent studies validated these findings with children with language impairments, developmental disabilities, and hearing impairment

Kay-Raining Bird, Cleave, Trudeau, Thordardottir, Sutton, & Thorpe, 2005; Kohnert, Yim, Nett, Kan, & Duran, 2005; Guiberson, 2005; Restrepo, 2003; Restrepo & Kruth, 2000

Implications

What does this mean in terms of:

• Supporting children’s first language

• Knowing how to support a child’s learning of English?

Positive Changes…

Today’s generations of Hispanics are gaining ground and, as with many trends, the evidence is clearest when we look at children:

•On important social-emotional skills, young Latino children enter school on a par with, or even exceeding, their non-Latino peers.

•The majority of Latino children live with two parents, which offers a firm foundation for emotional and economic well-being.

•As it has been for so many other Americans, education is a ladder to success for Latinos. More young Latino children are enrolling in early education programs. Latino students are posting solid gains on national assessments in key subject areas.

• More Latinos than ever before have a high school diploma, and record numbers are enrolling in post-secondary education.

• More of America’s Hispanic youth are taking responsibility for their own well-being, as indicated by falling rates of cigarette smoking and teen pregnancy.

• For many Hispanic children, strong family traditions anchor their upbringing..

• Hispanic teens match or even exceed their peers in understanding and use of technology

Current Challenges

• Pre-eminent is the challenge of poverty: nearly one-third of Latino children live below the poverty line, and a roughly equal share, while not poor by official definition, has family incomes just adequate to meet basic needs.

• America’s Latino children disproportionately live in neighborhoods of concentrated poverty, where poor housing, poor schools, and crime further threaten their well-being.

Challenges Related to School Success

• For reasons that are complex, many Hispanic children start school inadequately prepared to meet that institution’s expectations. Issues of language and culture, and possible disconnects between families and schools, can hinder academic achievement for many Hispanic students.

• Despite notable progress in health insurance coverage,16 close to 15 percent of Hispanic children did not have a well-care visit in the last year.

Focus on Prevention

• “Waiting to fail” versus recognition of a learning challenge with responses that may ameliorate or prevent the occurrence of failure.

• Multi-tiered Framework /RtI/R&R in Pre-K makes sense! How do we implement in a family centered, culturally responsive way?

Foundational Strategies

• Multi-tiered models

• A Framework …

Intensive

Targeted

Foundational

Tier ITier I

All children receive quality instruction in a well planned environment through a developmentally sound research-based assessment and curriculum approach involving universal periodic screening to determine whether most children are learning in an expected manner and identify children who may need additional supports. (e.g. Colorado ~Results Matter)

Foundational Framework

• Universal Level of Supports for ALL Children Administration Staff qualifications, on-going supports Physical environment, including materials and classroom design,

health and safety Curriculum Content Instruction Assessment process for program, children, Interaction, adult:child; child:child Program Standards and Guidelines Quality Standards for Early Childhood Care and Education Services •ECEA/IDEA

Can we apply to dual language learners? Where do we focus?

Tier IITier II

Progress monitoring enables teachers to adapt strategies used and target specific interventions to children who are demonstrating a slower or unexpected rate of development. Collaborative problem solving with parents and specialists may be needed. (e.g. small groups, targeted interventions)

Foundation Strategies

Strategies for making all input comprehensible to each and every learner in your classroom

Strategies for creating safe havens to address affective

filters when children are learning English as a second language

Providing you with an overview of effective strategies for self reflection of your teaching practices ~ See handout!

“Story, Culture & Relationship”

Culture of the child and family? Family priorities, concerns and decisions? Language (s) spoke at home and at school ? Strengths the child brings to the learningopportunities you provide? Prior experiences of the child and family? Other strengths, challenges or concerns ? Where the child is in learning English as asecond language…? Refer to Young Dual language Learners: Gathering Background Information Head Start National Center on

Cultural Linguistic Responsiveness

Practices that make all input

comprehensible

• Observe … Reflect … Discuss• Do you?• Understand 2nd language acquisition andbilingual behaviors to support children movingthrough the stages: See handout for suggestedactivities and scripts pending individual child’slevel of English acquisition

Focus on What to Do…

• Content/Instruction

• Responsive Interactions

• Responsive Environment

• Connections to Home: Inside out…Outside in

José

Content: The what…

Phonics

Phonemic Awareness

Vocabulary

Fluency

Comprehension

• Phonological

Awareness

• ABC Knowledge

• Print Knowledge

• World Knowledge

• Word Knowledge

• Narrative Knowledge

NELP… Content Focus

• Developing Early Literacy • Report of the National Early literacy Panel• A Scientific Synthesis of Early Literacy

Development and Implications • Go to: www.nifl.gov

ENVIRONMENTSAs teachers…….

Responsive Environments

Do you?

Design supportive environments…Where are the books in your house? Where are they in your classrooms? Are the books reflective of the cultures represented by the children in your classroom?

Use classroom organization and environment to support diverse opportunities for learning

Create meaningful and engaging learning areas ”Hands on”

Book Circles

• Think of the books in your classroom. How do they reflect each of the children in your class? How can you use books to teach content to DLLs with or without disabilities/challenges?

• http://mindinthemaking.org/firstbook/

Other Environments

• Environments that are responsive to the children and families in your community may look different.

• LET’S WATCH GUS THE BUS

Gus the Bus

RESPONSIVE INTERACTIONSServe and return ……..

Child Development

Responsive Instruction & Interactions

Do You?

Start with what the child knows ( Prior Knowledge)…at level of comprehension?

Start slowlyScaffold communicationUtilize peer interactionsModel, expand, and extendModify and adapt curriculum (Visuals, Gesture,

Fun) to meet each child’s individual needs – “differentiated instruction”

Do you?

Develop a schedule that promotes child engagement and success

“Predictability” is key! Plan for transitions ”Preparation” is helpful!Teach classroom expectations “ Learning community”Enhance children’s emotional literacy “create trust and

conflict resolution strategies

• What strategies do you use in interactive storybook reading/singing?

• How do you engage students as learners?

Interactive Reading

When you present information or read….. Do

you?

Use actions and illustrations to reinforce oralstatements Use prompts, facial expressions, gesture are

more effective than just repeating commandsAsk for completion versus production; Choose answers, cloz technique versus

generation of answers

Do you?

Model correct usage and judiciously

correct errorsUse visual aids and multiple modalities

(print referencing) when presenting contentSay it with meaning: explain, define,

restate and paraphrase

Consider…

• Bilingual input does not cause language delay so learn a few words and/or use models for support

• Learning involves interrelated processes in both languages for typical and delayed children

• Using a child’s L1 results in transfer of skills to the child’s L2

Connections to Home

“Inside Out… Outside In”

Inside Out: How do you share information with families that supports their child’s learning at home? El Grupo …& Other ways…

Outside In: How do you engage parents and family members?

Moore, S., & Pérez Méndez, C. (2007) Full Circle: Language & Literacy At Home and At School, www.landlockedfilms.com

One Way: El Grupo de Familias

• Building relationships with families…- ”The Talking Stick”

• Providing key information about: • Language and Literacy ~ Interactive Storybook

Reading• Take Home Activities• Community Resources

• Connecting parents to parents

Supported Learning

More Inside-Out

• Supported Learning

• Interactive Story-Book Reading – 4 square

Outside-In

Including parents in the classroom (NAEYC): Lending a hand Demonstrating a talent or skill Early AM “breakfast book reads” Bilingual staff or Parent Resource Consultants

/Cultural Mediators Translated information

Enhancing Language and Literacy at Home

• How do you connect withfamilies?

• What works? What can work?

Connections to Home Revisited

• Parental engagement in their child’s learning is the best predictor of children’s success

The Zapatero Family

(Moore, S., & Pérez Méndez, C. (2007) Full Circle: Language &

Literacy At Home and At School, www.landlockedfilms.com)

Key Messages

Current and future educators and providers need to:

Know about their changing world and about the children and families they will be serving

Understand that all ELLs are unique in terms of socio-cultural, linguistic, considerations just like all children are unique

Recognize that children can and will acquire the use of English even when their home language is used and respected

Messages

Understand the current research base and implications for development of language and literacy in languages

Support and maintain home language and/or culture

Develop and provide alternative and creative strategies for all young children’s learning that is family centered, culturally responsive, individualized, and meaningful.

Know and use your resources!

Key Messages

Current and future EC educators and providers need to:

Know about their changing world and about the children and families they will be serving

Understand that all ELLs are unique in terms of socio-cultural, linguistic, considerations just like all children are unique

Recognize that children can and will acquire the use of English even when their home language is used and respected

URLs to Know & Use

• www.colorincolorado.org

• http://cde.state.co.us/resultsmatter/rmvideoseries

• http://developingchild.harvard.edu/key_concepts/serve_and_return/

• http://community.fpg.unc.edu/connect-modules/http://

• www.raisingareader.org/

• http://fpg.unc.edu/projects/nuestros-ninos-program-promoting-school-readiness-english-language-learners

• www.childtrends.org America’s Hispanic Children• http://mindinthemaking.org/firstbook/ Book suggestions…with tips

• California Department of Education, visit http://www.cde.ca.gov/re/pn/rc/

California’s Best Practices for Young DLLsCalifornia Department of Education, http:www.cde.ca.gov/re/pn/rc/

Human Resources

Susan M. Moore susan.moore@colorado.edu

University of Colorado at Boulder

Thank you!