VELS + DAP + RP = Supports for Each Young Language LearnerCamille Catlett

Download at http://fpg.unc.edu/presentations/vaeyc-2016

Components of Developmentally Appropriate PracticeNational Association for the Education of Young Children (NAEYC). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: Author. http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf

DEVELOPMENTALLY APPROPRIATEVermont Early Learning Standards (birth – Grade 3)

http://education.vermont.gov/sites/aoe/files/documents/edu-early-education-early-learning-standards.pdf

Diversity: Contrasting Perspectives http://www.learningseed.com/catalog/diversity-contrasting-perspectives

What kind of Asian are you? https://www.youtube.com/watch?v=DWynJkN5HbQ

Linguistically Appropriate Practice

New Federal GuidanceU.S. Department of Health and Human Services and U.S. Department of Education. (2016). Policy statement on supporting the development of children who are dual language learners in early childhood programs. https://www.acf.hhs.gov/sites/default/files/ecd/dll_policy_statement_final.pdf

Stages of Second Language Acquisition Stage One: Use of First LanguageThe young dual language learner tries to communicate in his/her first language (the language from home) and does not yet realize the other person speaks a different language.

Stage Two: Quiet PeriodThe young dual language learner becomes quiet, listening to the new language, typically English. The child is actively focused on learning the meaning of useful words and phrases.

Stage Three: Telegraphic and Formulaic SpeechThe young dual language learner begins to speak the new language with a single word or short familiar words or phrases.

Stage Four: Productive SpeechThe young dual language learner generates sentences and more original language than at the previous stage. The dual language learner may converse with a peer or adult.

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The Young Dual Language Learner: 20 Short Videos https://www.youtube.com/channel/UCKQ5FgGVIFpdt36_sv9FL-Q/featured?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_termStrategies for Supporting Dual Language Learners Create a welcoming environment that reflects children’s backgrounds. Include pictures, posters, toys and books which portray children’s languages and cultures in respectful and authentic ways.

Ask families to continuously share information over time about their children’s interests and infuse the information into activities, interactions and curriculum

Provide opportunities for families and community members to share stories and information in their home language

Support children’s continued development of the home language and facilitate English language learning

Develop your knowledge of first and second language development as well as culturally and linguistically responsive practices

Remember that dual language learners are individuals; there is no one size fits all strategy. Use information from families and observations of children to individualize services and supports.

Source: Strategies for supporting all dual language learners. Retrieved fromhttp://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/dll-strategies.pdf

How would you support Yelia’s full participation?

Strategies for Supporting EACH Child and Family Use embedded and small group instruction

Utilize peer supports

Use Universal Design for Learning (UDL) Multiple Means of Representation : Kinesthetic – Visual - Auditory

Multiple Means of Engagement : Attention – Curiosity – Motivation – Interests - Preferences

Multiple Means of Expression – Gestures – Speaking – Singing – Pointing – Signing - Typing/texting – Drawing - Assistive technology

Discover the DEC Recommended Practices DEC Recommended Practices in Early Intervention/Early Childhood Special Education

http://dec.membershipsoftware.org/files/DEC_RPs_%205-1-14.pdf (position statement) DEC Recommended Practices (2014) http://www.dec-sped.org/rpvideos (video)

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Recognizing and Performing the DEC Recommended Practices http://ectacenter.org/decrp/

Resources to Support Your WorkVermont Young DLL Resource Toolkit http://fpg.unc.edu/presentations/vaeyc-2016

Colorín Colorado! http://www.colorincolorado.org/ This is a bilingual site for families and educators of English language learners which features articles, videos, and other resources.

Best Practices for English Language Learners (video series)http://www.colorincolorado.org/videos/classroom-videos/nea-claremont

National Center on Cultural and Linguistic Responsiveness https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic (English) https://eclkc.ohs.acf.hhs.gov/hslc/Espanol (Spanish)This website offers a wealth of free, downloadable resources, in English and Spanish, many of which relate directly to supporting young DLLs and their families. Go to the website to access handouts, webinars, videos, checklists, guiding principles, and more.

The Importance of Home Language serieshttp://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/center/home-language.html

Specific Strategies to Support Dual Language Learners (DLLs) When Adults Do Not Speak Their Languagehttp://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/planned-language-approach/support-dlls.html

Creating Environments that Include Children's Home Languages and Cultures Including Children' Home Languages and Cultures Inviting and Supporting Cultural Guides and Home Language Models Language Modeling with Dual Language Learning Infants Language Modeling with Dual Language Learning Toddlers Planning and Organizing Thematic Instruction Supporting Dual Language Learners with Classroom Schedules and Transitions Supporting English Language Development When Children Have Little Experience with

English

VELS Domain Resources from the Vermont Young DLL Resource Toolkit

Language Development

Many Languages, One Teacher: Supporting Language and Literacy Development for Preschool Dual Language Learners http://www.naeyc.org/yc/files/yc/file/201303/Many_Languages_Margruder_0313_0.pdfThis article highlights effective strategies for monolingual English-speaking teachers to use to promote language and literacy growth for dual language learners, with emphasis on growth in the home language.

Same, Different, and Diverse: Understanding Children Who Are Dual Language Learnershttp://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/fcp/docs/same-different-diverse.pdfEvidence-based examples highlight similarities among ALL young children – those who are learning one or several languages, differences between children growing up with one language (monolinguals) and children who are DLLs, and diversity among children who are DLLs.

Strategies for Supporting All Dual Language Learnershttp://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/fcp/docs/dll-strategies.pdf

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In addition to providing evidence-based expectations for young children who are dual language learners, this resource includes vignettes that describe young DLLs of different ages and circumstances, suitable for use in teaching and training.

VELS Domain Resources from the Vermont Young DLL Resource Toolkit

Language Development

Code Switching: Why it Matters and How to Respondhttp://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/fcp/docs/code-switching.pdf

This workbook is designed to assist programs to understand code switching by children, and identify and implement effective policies and practices that promote children’s development and readiness.

Literacy Development

Frontloading for English Language Learnershttps://www.teachingchannel.org/videos/vocabulary-english-language-learnersWatch this clip to see the different ways in which the teacher supports vocabulary development, engages children in a read-aloud and incorporates movement to facilitate learning.

Phonological Awareness is Child’s Play! http://www.naeyc.org/files/yc/file/200901/BTJPhonologicalAwareness.pdfThis paper explains the importance of phonological awareness in reading development and describes useful and practical ways in which teachers can support children’s phonological awareness development. Attention is paid to how English and Spanish phonemes vary, and the implications for supporting each young reader.

Storybook Reading for Young Dual Language Learnershttp://www.naeyc.org/files/yc/file/201101/GillandersOnline0111.pdfThis article explains the importance of storybook reading for dual language learners and offers strategies for implementing these in the classroom. An example of a storybook reading lesson plan is provided at the end.

Social and Emotional

Development

Dual Language Learners with Challenging Behaviorhttp://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/center/Dual%20Language%20Learners/ecd/supportive_environments/DualLanguageLea.htmChildren communicate so much through their behavior. Teachers and caregivers will find this article useful in identifying strategies for working with DLLs exhibiting challenging behaviors.

Understanding the Impact of Language Differences on Classroom Behavior http://csefel.vanderbilt.edu/briefs/wwb2.pdfThis What Works Brief from CSEFEL explains second language learning and development and presents key features of assessment to identify the child’s strengths and needs. Suggestions for teachers and other caregivers are provided.

How would you support Marta’s full participation?

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