Los Angeles Mission College
Child Development 14-Bilingual Bicultural Programs
English Language Learner Observation Visit
Step #1: Call your local Child Development Center/Early Education Center/ Elementary School
 Make an appointment to observe a classroom environment with English Language Learners
Step #2: Visit the classroom. Observe the environment
Include the following information in your report.
 Name of the Child Development Center/Early Education Center/School
 School Address
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Find out the demographics. How many children are enrolled at this school?
 Ask for percentages by race. (If available)
 Date, time of the observation
 The ages of the children you observed
 Ask the lead teacher how many different home languages are spoken in the classroom.
Observation of the classroom environment:
Look for the following: Write out the question first in bold. Then answer below in blue or black ink.
Be very detailed.
Language awareness and print materials that children and families notice:
 Staff are aware of each child’s home language and country of origin and use that knowledge to make the classroom ready for and welcoming to DLLs.
 All the children’s home languages and cultures are represented in some way in the classroom.
 The classroom has a written list and audio recording of a few key welcoming words in each child’s home language.
 There are welcome signs, brochures, and messages on the school website in the different languages used in the community.
 Documents for parents are written in simple language, include graphics and pictures to aid understanding, and are translated as needed into families’ home languages.
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Classroom signs and labels are written in different languages (words are accompanied by phonetic spellings so those unfamiliar with the language can pronounce the words when using them in conversation with DLL’s) and color coded to help teachers and children distinguish between languages.
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Classroom labels have clear and appropriate pictures to support meaning.

 A picture version of the daily schedule is posted on the wall
 There are bilingual books, books in home languages, and books with CD’s
-For every home language in the group
 There are plenty of props-puppets, felt pieces, hats, tools, instruments, and such-representing charac ters, objects and actions in the stories to enhance children’s understanding.
 Culturally and linguistically appropriate posters and displays (bought, donated, or or handmade) are visible.
 Images, stories, and materials are respectful and free of stereotypes.
 The outdoor play area has pictures and written labels and safety messages in English and the children’s home languages.
Learning center and activity materials that children encounter:
 Real or realistic materials-dolls, menus, catalogs, clothing, foods and packaging, cooking items, eating utensils, tools- in the dramatic paly area represent the children’s languages and home cultures.
 Models and pictures of different buildings in the block area represent structures and sights familiar to the children.
 Art supplies from different cultures (such as Japanese rice paper and calligraphy brushes) are available in the art area.
 Manipulatives are real and culturally relevant, such as puzzles showing diverse families and familiar items from home, such as socks, for sorting activities.
 Science exploration materials are familiar and useful instead of fake items or unrealistic representations that have no real use or do not connect to children’s knowledge and experiences. For example children can observe ants in an ant farm.
 Children eat healthy meals and snacks that incorporate foods familiar to the cultures of all children in the group. Staff offer optional eating utensils such as chopsticks.
 Authentic music from the home countries or in the la nguages of DLL’s is available. Teachers consult families, so that children will recognize selections from their homes as well.
 The writing center uses writing models and print and handwritten materials (prepared in advance) in the different languages of the children.