Tag Archives: Dual Language Learners

Webinar: Sesiones sobre el aprendizaje en dos idiomas

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12/9/2016

11 a.m. y 5 p.m. EST 

¡Inscríbase en línea ahora!
El Centro Nacional de Desarrollo, Enseñanza y Aprendizaje en la Primera Infancia (NCECDTL, sigla en inglés) se complace en presentarles dos sesiones sobre el aprendizaje en dos idiomas. Estas sesiones se transmitirán en vivo desde la Conferencia Anual de ZERO TO THREE (CERO A TRES). La primera sesión explora la evaluación de los niños que aprenden en dos idiomas (DLL, sigla en inglés), y la segunda se enfoca en la implementación de la metodología planificada para el lenguaje (PLA, sigla en inglés) con el fin de apoyar el desarrollo del idioma de todos los niños.

Las sesiones:

  • 11 a.m.–12:30 p.m. EST: Las evaluaciones funcionales y los niños que aprenden en dos idiomas
  • 5–6:30 p.m. EST: La construcción de los cimientos para las prácticas de lenguaje en aulas de niños que aprenden en dos idiomas. ¿En qué consiste y qué valor tiene la Metodología planificada para el lenguaje?

¿Quién debería participar?

Estas sesiones beneficiarán a gerentes de educación, directores y gerentes de centros de Head Start, Early Head Start, programas Head Start para migrantes y trabajadores de temporada y programas Head Start para indios estadounidenses y nativos de Alaska; proveedores de cuidado infantil; y todo el personal que trabaja directamente con niños que aprenden en dos idiomas.

Cómo inscribirse:

La participación en las sesiones en vivo son gratis. Seleccione este enlace para inscribirse: https://ztt.digitellinc.com/ztt/live/3

¿Preguntas?

Si tiene preguntas, contáctese con NCECDTL por correo electrónico al ecdtl@ecetta.info o llame gratis al 1-844-261-3752.

New Reports: Dual Language Learners in Portland (OR), San Antonio (TX), and Washington (DC)

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10/30/2015

Nearly one year ago, New America launched its Dual Language Learners National Work Group to provide consistent analysis of policies affecting dual language learners (DLLs). In our inaugural blog post, we argued, “Too often, DLLs’ needs are considered solely as afterthoughts in…education policy discussions.” So, as part of our first year of work, we promised to “spotlight” places where educators are trying “innovative strategies to serve these students better.”

Over the last year, we visited 30 campuses across 11 districts in two states and the District of Columbia. During these visits, we talked to dozens of teachers, administrators, parents, and students.

Today, the DLL National Work Group is proud to publish three reports built from these conversations. The papers explore local efforts to improve how schools support DLLs in San Antonio (TX), Portland (OR), and Washington (DC). In each paper, we trace out the history, design, implementation, and effectiveness of various local reforms before offering concrete lessons for districts pursuing similar strategies.

Source: EdCentral

Available at: http://www.edcentral.org/profilepost1/

Screening Dual Language Learners

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The Head Start Program Performance Standards require that all Early Head Start and Head Start children be screened “to the greatest extent possible” using standardized developmental screening instruments that are sensitive to the child’s cultural background 45 CFR 1304.20b1, 45 CFR 1308.63b3. Currently, standardized screening instruments for children birth to age 5 are widely available in English and Spanish, but are virtually unavailable for children whose families speak other languages. This document features suggestions to programs working with all Dual Language Learners DLLs. Select this link to download the guide [PDF, 1.6MB].

This resource provides program leaders the tools to plan, implement, and evaluate their screening processes for DLLs from birth to age 5. It focuses on ways that leaders can make informed and intentional decisions about:

  • Selecting screening instruments for DLLs
  • Implementing high-quality screening practices for Dual Language Learners

Source: National Center for Cultural and Linguistic Responsiveness and the Early Childhood Learning and Knowledge Center

Available at: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/ecd/screening-dual-language.html

Educational Services for Immigrant Children and Those Recently Arrived to the United States

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8/22/2014

Schools in the United States have always welcomed new immigrant children to their classrooms – according to the most recent data, there were more than 840,000 immigrant students in the United States, and more than 4.6 million English learners. We have begun to receive inquiries regarding educational services for a specific group of immigrant children who have been in the news – children from Central America who have recently crossed the U.S. – Mexico border. This fact sheet provides information to help education leaders better understand the responsibilities of States and local educational agencies LEAs in connection with such students, and the existing resources available to help educate all immigrant students – including children who recently arrived in the United States.

Source: U.S. Department of Education

Available at: http://www2.ed.gov/policy/rights/guid/unaccompanied-children.html

Code Switching: Why It Matters and How to Respond

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8/1/2014

One-third of the children in Head Start and Early Head Start are dual language learners DLLs who are learning English while also learning their home language. Virtually all of these children will code switch. In other words, they mix two or more languages in the same sentence while speaking. It is important that teachers, home visitors, and other staff understand what code switching is, the role it plays in language development, and how to respond to it.

This easy to use workbook defines and describes code switching. It identifies who code switches and explains why code switching matters. It also includes numerous examples of how adults can provide strong language models for children when they code switch. The workbook format allows this resource to be used as a professional development tool that can be completed by an individual or used as activities in group training.

For the complete workbook for Early Head Start and Head Start programs, see Code Switching: Why It Matters and How to Respond [PDF, 5MB].

Source: National Center on Cultural and Linguistic Responsiveness and the Early Childhood Learning and Knowledge Center

Available at: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/code-switching.html

Kindergartners’ Skills at School Entry: An Analysis of the ECLS-K

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7/15/2014

This report provides an analysis of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, focusing on the school readiness and abilities of beginning kindergartners.The analysis examined four risk factors that have been shown to affect childrens development and school achievement: single parent households, mothers with less than a high school education, households with incomes below the federal poverty line, and non-English speaking households. High-risk children those with all four risk factors were found to be almost a year behind their peers with no risk factors in their reading and math abilities.The researchers also created composite readiness scores based on teacher ratings of childrens academic and social skills. Based on the researchers calculation, less than one-third of children were rated by teachers as “in-progress” or better on both reading and math skills.

Source: Mathematica Policy Research

Available at: http://www.mathematica-mpr.com/our-publications-and-findings/publications/kindergartners-skills-at-school-entry-an-analysis-of-the-eclsk

Head Start Disabilities Services Newsletter Issue #37

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7/2014

Read About It

Children from Around the World

Three-year-old Lena, from Amman, Jordan, is one of many preschool children with Autism Spectrum Disorder ASD who are also dual language learners DLLs. She is developing language skills in Arabic and English. Lena uses either language or both languages, depending on the situation. Toda, whose family is from Lagos, Nigeria, is nonverbal and uses signs to communicate. Throughout the day he’s exposed to Nigerian-English on the radio and Yoruba a Nigerian language by his aunt. Jose’s family is from Columbia. He knows his favorite DVDs by heart but his receptive language skills are still emerging. Jose’s mother speaks English and Spanish at home, although his grandmother, his primary caregiver, speaks only Spanish.

Lena, Toda, and Jose represent the many multilingual children around the world who have ASD. Although children with ASD often have poor joint attention the ability to share, with another person, an interest in each other, an object, or an event, which can make learning any language more difficult, children and their families benefit from experience with more than one language for many reasons.

This article in Young Exceptional Children highlights important issues to consider when providing early intervention services to families with children who are DLL and have ASD. Read Around the World: Supporting Young Children with ASD who are Dual Language Learners to learn about the practices that help teachers keep cultural and linguistic diversity in mind. The Division for Early Childhood DEC and Sage Publications have enabled free access through Sept. 30, 2014.

Source: National Center on Quality Teaching and Learning

Available at: http://hsicc.cmail1.com/t/ViewEmail/j/839B6FCE2523987E/2ABD24CF6E74000C0F8C96E86323F7F9

Advancing School Readiness with the Office of Head Start’s Multicultural Principles Spring to Spring Series

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6/2014

The National Center on Cultural and Linguistic Responsivenesss (NCCLR) Spring to Spring series is designed to help programs to develop culturally and linguistically competent systems and services. Every other month, the series will highlight one Multicultural Principle. It also will provide corresponding NCCLR resources on the Early Childhood Learning and Knowledge Center ECLKC. Staff will learn to use culturally responsive practices when supporting children’s progress toward school readiness.

Multicultural Principle 6

Effective programs for children who speak languages other than English require continued development of the first language while the acquisition of English is facilitated.

Children who speak languages other than English make up one third of the Head Start enrollment. They speak more than 140 languages and are enrolled in nearly nine out of 10 Head Start programs. It is critical that Head Start staff and policy makers understand how to best support the development and school readiness of these young dual language learners DLLs.

Research has found that effective programs for DLLs support the development of children’s home languages while they learn English. It dispels concerns that learning two languages, whether simultaneously or sequentially, may cause delays in either language. In fact, there are multiple benefits to becoming bilingual or multilingual. When children’s home language is supported, knowledge and concepts they learn in their home language are transferred when they learn the vocabulary in English. For example, they may learn shape concepts in their home language and then the names of shapes in English. It is important that Head Start staff understand Multicultural Principle 6 and the science behind it so they can create sound language policies, use effective curriculum methods, and individualize for each DLL.

Featured Resources

Important to Know: Dual Language Learner Facts, Figures, and Findings

Learn the definition of “dual language learner” as defined in the Head Start Act. Find data around the number of DLLs enrolled in Head Start and Early Head Start in each of the 12 regions and other key findings.

The Importance of Home Language Series

School readiness for DLLs is tied directly to the mastery of their home language. This series of handouts provides basic information on topics related to children learning two or more languages. The handouts emphasize the benefits of being bilingual, the importance of maintaining home language, and the value of becoming fully bilingual.

Gathering and Using Language Information that Families Share

In order to support the learning and development of young DLLs, staff need to understand children’s backgrounds and experiences with more than one language. This resource helps programs learn to gather accurate and useful language information for assessment and curriculum planning.

Same, Different, and Diverse

DLLs are a diverse group with different languages, experiences, strengths, and gifts. This resource outlines the language similarities among all children. It also points outs the differences between children learning two or more languages and those learning one language.

The Revisiting and Updating the Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five page contains PDFs for each principle. A full version of the resource also is available.

How to Subscribe

Select this link to subscribe to the series and view previous issues: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/center/spring/index.html

Please share this message with all staff in your program who may be interested in participating.

Questions?

If you have questions about these resources or the Spring to Spring series, please contact NCCLR at ncclr@bankstreet.edu or ncclrinfo@edc.org.

Source: National Center on Cultural and Linguistic Responsiveness and Early Childhood Learning and Knowledge Center

Improving Access to Prekindergarten for Children of Immigrants

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3/19/2014

Outreach

Children of immigrants can benefit from attending prekindergarten, though they enroll less, on average, than children with US-born parents. This fact sheet focuses on outreach strategies to support prekindergarten enrollment for children of immigrants — specifically those for identifying immigrant families, promoting programs, and sustaining outreach. It is one of three factsheets, all summarizing findings from Supporting Immigrant Families’ Access to Prekindergarten. This detailed report draws on interviews conducted with more than 40 prekindergarten directors and staff, directors of early childhood education programs, and other specialists to present strategies for improving prekindergarten enrollment among immigrant families and English Language Learners.

Available at: http://www.urban.org/publications/413064.html

Enrollment Strategies

Children of immigrants can benefit from attending prekindergarten, though they enroll less, on average, than children with US-born parents. This fact sheet focuses on outreach strategies to support prekindergarten enrollment for children of immigrants — specifically those for identifying immigrant families, promoting programs, and sustaining outreach. It is one of three factsheets, all summarizing findings from Supporting Immigrant Families’ Access to Prekindergarten. This detailed report draws on interviews conducted with more than 40 prekindergarten directors and staff, directors of early childhood education programs, and other specialists to present strategies for improving prekindergarten enrollment among immigrant families and English Language Learners.

Source: http://www.urban.org/publications/413065.html

Building Relationships

Children of immigrants can benefit from attending prekindergarten, though they enroll less, on average, than children with US-born parents. This fact sheet focuses on outreach strategies to support prekindergarten enrollment for children of immigrants — specifically those for identifying immigrant families, promoting programs, and sustaining outreach. It is one of three factsheets, all summarizing findings from Supporting Immigrant Families’ Access to Prekindergarten. This detailed report draws on interviews conducted with more than 40 prekindergarten directors and staff, directors of early childhood education programs, and other specialists to present strategies for improving prekindergarten enrollment among immigrant families and English Language Learners.

Available at: http://www.urban.org/publications/413066.html

Source: Urban Institute

Dual Language Learners and Social-Emotional Development: Understanding the Benefits for Young Children

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3/18/2014

Children who are dual language learners are those who are exposed to more than one language, either simultaneously or sequentially, during the early years of life when language acquisition is taking place. While we often hear about the English proficiency of these children, what do we know about their social-emotional development?

Recent scholarship has emphasized that young bilingual children typically demonstrate advantages in executive function skills (such as attention and inhibitory control) compared to their monolingual peers, and have different developmental trajectories than monolingual children in language and literacy development. Understandably, a lot of attention among researchers, practitioners and policymakers has been placed on supporting young dual language learners’ language and literacy development given the importance of literacy skills as a foundation for initial and ongoing academic success. Strategies to address the school readiness of young dual language learners include, among others, promoting language development in English while still supporting the child’s home language in both the preschool and home settings. But the development of social-emotional skills is also important to children’s success in school and beyond.

There’s a need to know more about the connection between dual language learning and the development of social-emotional skills that are critical to children’s success in school and life. A recent review of scholarly literature published between 2000 and 2011 found only 14 peer-reviewed studies that examined social-emotional outcomes for young dual language learners in family, school, and peer contexts. Despite the small number of studies, a picture of dual language learners’ social-emotional development has begun to emerge. Young dual language learners tend to be judged by teachers and observers as having better self-control and interpersonal skills and fewer behavior problems than English-speaking monolingual peers. There are also some hints at aspects of the early care and education environment that lead to positive outcomes. For example, the use of the home language in the early childhood classroom by teachers is found to have a positive effect on teacher-child and peer relationships.

But there’s a lot that we still don’t know. For example, the research base is scant on studies of dual language learners’ development in the social-emotional domain during infancy and toddlerhood.  And there are few studies that track dual language learners’ social-emotional development over time, from early childhood into the early school years. What’s more, much of existing research is complicated by a lack of consistent definitions of dual language learners across analytic samples and datasets, a limited range of dual language learners represented (mainly Spanish-speakers, sometimes not distinguished by country of origin, and sometimes limited by geographic region of the U.S.), and by several methodological concerns including confounding between dual language learner status and other factors, such as immigrant status and socioeconomic status.

Despite these limitations, the existing studies suggest that dual language learners look as good as or better than monolingual children in social functioning in the early years of life.  Thus, there appear to be advantages to dual language learning beyond more flexible mental ability; there may be benefits to social-emotional wellbeing, too.

Tamara Halle, Senior Research Scientist and Co-Program Area Director, Early Childhood Research, Child Trends

Marlene Zepeda, Professor Emerita, Department of Child and Family Studies, California State University, Los Angeles

Jessica Vick Whittaker, Research Scientist, Center for Advanced Study of Teaching and Learning, University of Virginia

Source: Child Trends

Available at: http://www.childtrends.org/dual-language-learners-and-social-emotional-development-understanding-the-benefits-for-young-children/