1 English Language Development Foundations and Framework Volume 1

1English Language Development

Foundations and Framework

Volume 1

©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

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Outcomes

• Explore California demographics• Why two languages?• Paths to bilingualism• Navigate and understand the structure and

content of the English-language development domain.

• Begin to think about ways to use California Department of Education resources to support English-language development.


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Where Do You Stand?

• Read the eight core beliefs about English-language learners posted around the room.

• Stand next to the belief that speaks most loudly to you.

• Discuss your choice with others who have made the same selection.

• Choose a spokesperson to share a sentence or two about your choice with the rest of the group.


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First, Let’s Look at the Big Picture


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California Context


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Who is an English Learner?

• Children whose families use a language other than English at home, and

• Children whose primary or first language is a language other than English.

FAQ 21


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Demographic Trends: California and English Learners


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Placeholder

• Insert your local demographic data here

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We must take into consideration how young children, whose home language is not English, negotiate learning in all content and curricular areas.Preschool Learning Foundations, Volume 1, p. 103

What Does that Mean for Us?

©2012 California Department of Education (CDE) California Preschool

Instructional Network (CPIN) 5/31/2012

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Why Two Languages?


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Advantages of Being Bilingual

• Communication

• Cultural

• Cognitive

• Character

• Curriculum

• Cash

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Do you see an advantage to being

bilingual?

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Role of Home Language


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Importance of Home Language

Developing proficiency in the first language helps children learn a second language

Bialystok, 2001; Childhood Bilingualism, 2006; Cummins, 1979; Fillmore, 1991; Preventing Reading Difficulties in Young Children, 1998 Wong


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Cross Language Transfer Theory

Skills, background knowledge and cognitive strategies transfer between the first and second languageAugust & Hakuta, 1997; Ben-Zeev, 1997; Bernhardt, 1991; Durgunologlu & Verhoven, 1998

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Threshold Hypotheses

Before the benefits of bilingualism can be achieved, one must achieve minimum levels of proficiency in both his home language and in the second language.Cummins & Swain, 1986

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Maintaining the home language…

Socializes children into their families and communities Crago, 1988; Johnston and Wong, 2002; Ochs and Schieffeline,1995; Vasquez, Pease-Alvarez, and Shannon, 1994

Provides a foundation for success in learning and literacy in English. Durgunoglu and Oney, 2000; Jimenez, Garcia, and Pearson,1995; Lanauze and Snow, 1989; Lopez and Greenfield, 2004


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Results of Language Loss

• Diminished parent-child communication, socialization, and identity Wong Fillmore, 1991

• Cultural and linguistic displacement Genesee, Paradis, and Crago, 2004

• Reduced sense of self-efficacy, social, and cognitive development Chang, 2007; Duke and Purcell-Gates, 2003; Moll, 1992; Riojas-Cortez, 2001; Vygotsky and Education, 1990


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20Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning


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Paths to Bilingualism


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Paths to Bilingualism

Simultaneous

• The child is learning both languages prior to age three

Successive

• The child is exposed to the second language at age three or older

• Four stages– Home Language– Observational/Listening– Telegraphic/Formulaic– Productive Language Use

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World Full of Language

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Making connections

• Compare your notes with an elbow partner

• Fill in anything you missed.

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©2012 California Department of Education (CDE) California

Preschool Instructional Network (CPIN) 5/31/2012

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California Department of Education Resources

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Beginning, middle, later

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California Department of Education Resources

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Framework Strategies

• Environment and materials

• Teachable moments

• Planning learning opportunities

• Interactions and strategies

©2012 California Department of Education (CDE) California Preschool

Instructional Network (CPIN) 5/31/2012

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Supporting the English Learner


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Environment and Materials

• Areas for two or three children (or an adult and one or two children) (PCF, p. 183)

• Play areas where a child can listen without speaking (PCF, p. 182)

• Environmental print in English and home languages (PCF, pp. 183, 212-213)

• Print and audio resources in English and home languages (PCF, p. 191)

• Wordless picture books (PCF, p. 203)


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My Plan


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Strands

Substrands

English-Language DevelopmentStrands and Substrands


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Listening and Speaking

• Use gestures, props, home language to aid understanding and vocabulary development (PCF, pp. 190, 102, 199)

• Repeat common phrases slowly and clearly (PCF, p. 199)

• Give the child time (PCF, p. 199)• Expand and extend (PCF, p. 199)• Listen and ask (PCF, p. 203)


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Insert video clip here


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Reading and Writing

• Library materials in home language and English (PCF, pp. 208, 214)

• Use language and literacy activities with repetitive refrains and rhymes (PCF, pp. 191, 215)

• Before reading, introduce key vocabulary in home language (PCF, pp. 191, 208)

• Create small groups for book reading (PCF, pp. 191, 210)

• Encourage children to create their own books (PCF, pp. 210-211, 221)


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Insert video clip here


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“The more we support English-language development by engaging children through different modalities, the more likely children are to both understand and use that language in a meaningful context.” (Whit Hayslip, Ph.D.)

Accommodations and Adaptations for Children with Disabilities


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How Would You Do It?

Handout 7

Handout 8

Handout 9

Handout 10


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Strategies for Dual Language Learners Throughout the Framework

For example, in Chapter 6, Mathematics, you will find:

• Modified language• Manipulative and every day objects• Modeling and acting out• Oral descriptors for new vocabulary• Respect the silent period• Match questions to the child’s proficiency level• Use the child’s first language and culture (Mathematics in the Early Years, NAEYC)


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Use the ELD and the L&L Foundations and Frameworks as Companions

ELD foundations• Designed to assist

classroom teachers in their understanding of children’s progress toward English proficiency (PLF, p. 105)

L&L foundations• Describe

development of language and literacy skills for all children


45Alignment of stages and levels for

Listening and SpeakingPEL Guide Stages

First stage--Use of home language in second language setting

Second stage--Observational and listening period

Third stage--Telegraphic and formulaic communication

Fourth stage--Productive language use

Foundations Levels

Beginning

Middle

Later

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Let’s Practice


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The DRDP-PS Assesses Children’s Progress toward Achieving the Foundations


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Assessing and Monitoring Children's Progress

• For all domains other than English-Language Development, children may demonstrate their knowledge using their home language, English, or other communication methods.

• The four English-Language Development measures, are focused specifically on a child’s growing skills in English.


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Desired Results Developmental Profile

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Reflection

• Think of a child in your classroom. At what stage of English-language development is this child?

• How do you support English-language learners now?

• What new strategies might you try?• What strategies do you use with families to

determine how they support their child’s home language?

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Reflection


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Learn More

PEL Guide Training PEL Website PEL Guide

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Questions and Comments

Documents

1 English Language Development Foundations and Framework Volume 1