Dual Language Learning in the Early
Years: Theory and Practice
Diane August
Center for Applied Linguistics
Overview of Presentation
Preschool dual language programs
− Three studies that shed light on the effect of
school and home language use on children’s
first and second language development
− Research base that supports dual language
programs
Future directions
− Research and development
Preschool Programs: Dual Language Approach
 Experimental study comparing the effect of monolingual
immersion compared with dual language preschool
programs (Barnett, Yarosz, Thomas, Jung & Blanco,
2007)
− Three- and four year old children from homes where
Spanish and English were spoken were randomly
assigned to program type
− Dual language program alternated between English
and Spanish on a weekly basis by rotating children
between classrooms and teachers
− Classrooms in both conditions used the High/Scope
curriculum, met high standards for teacher
qualifications, ratio, and class size
2
Preschool Programs: Dual Language Approach
 Findings
− Children in both types of programs experienced
substantial gains in English language, literacy and
math, with no significant differences between groups
− Among the Spanish-speakers, the dual language
program produced large gains in Spanish vocabulary
compared with the English program
3
Preschool Programs: Dual Language Approach
 Experimental study comparing the effects English High Scope
Curriculum, English Literacy Express Curriculum and Bilingual
Literacy Express Curriculum (Farver, Lonigan, & Eppe, 2009)
− Sample was 94 Spanish-dominant ELL pre-school children
enrolled in a Head Start program in an inner-city school
− Children were randomly assigned to three program types-High
Scope (control), High Scope plus Literacy Express in English,
High Scope plus Literacy Express with students beginning in
Spanish and transitioning into English
− Literacy Express curriculum
− focuses on oral language, emergent literacy, basic math and
science, and socio-cultural development
−groups of 4-5
−three types of teacher-directed activities—shared reading,
phonological awareness training, print knowledge activities
−Children in the bilingual program transitioned into English after
9 weeks.
4
Preschool Programs: Dual Language Approach
 Findings
− Literacy Express children made significant gains
compared to High Scope only children
− English-only and transitional bilingual programs were
equally effective for English language outcomes
− Only the transitional model was effective for Spanish
outcomes
5
Preschool Programs: Dual Language Approach
 Experimental study comparing the effect of home story book reading
in children’s L1 and English (Roberts, 2008)
− Participants were 33 preschool children from low SES families
− Home language was Hmong or Spanish
− Two 6-week sessions of home combined with story book reading
− 12 classic children’s storybooks with translations; no other
modifications noted
− Children assigned to one of two groups:
− Primary language home reading/English school reading first
six weeks; English home reading/English school reading
second six weeks
−English home reading/English school reading first six weeks
followed by primary language chool reading/English school
reading second six weeks
6
Preschool Programs: Dual Language Approach
 Findings
− Children learned a substantial number of words from
the combined home and classroom reading
experiences
− Primary language home reading/English school
reading as effective as English home reading/English
school reading condition.
− Family caregiver participation in the parent-support
part of the program rose from 50% to 80% in the
second session
− Family caregiver English oral language skills and the
number of English books in the home related to
English vocabulary learning.
7
Dual Language Approach: Research Base
− Transfer of skills from L1 to L2: if you know something
in one language you either already know it in another
language or can more easily learn it in another
language (Cummins, 1979; Dressler, 2006)
− Bilingualism itself does not interfere with academic
achievement in either language (Yeung, Marsh, &
Suliman, 2000)
− Bilingualism has other probable benefits including
cognitive flexibility (Nagy, Berninger, & Abbott, 2006;
Galambos & Hakuta, 1988; Bialysotck, 2001) and
improved family cohesion and self-esteem (Portes and
Hao, 2002; Von Dorp , 2001).
− , 2006).
8
Dual Language Approach: Future Directions
− Important to buildi on effective L1 research
−All programs did this
− Major modification was L1 home and school use
− Regardless of program type it is helpful to:
−Provide first language support to very limited
English proficient students
− Additionally it is important to:
−Scaffold instruction for ELLs (August & Shanahan,
2010)
−Attend to teacher-student interactions (Dickinson,
Darrow & Tinubu, 2008)
9
Dual Language Approaches: Future Directions
− VIOLETS: a pre-school English language development
program implemented in several counties in Maryland
− Uses three-pronged approach to vocabulary
development
−Teach individual words
−Immerse children in rich oral language
environments
−Develop word consciousness
− Provides scaffolded instruction for ELLs
− Findings indicate substantial gains in vocabulary for
both ELLs and English proficient students in high
poverty schools
10
VIOLETS
VIOLETS: Teaches Individual Words
perfect
PERFECT
The word we are going to learn is perfect. Perfect
means just right. If something is perfect, it is as good as
it could be. (Child-friendly definition)
Let’s look at a picture of something perfect. (Picture)
This is a perfect day to go to the beach. You can see it is
sunny and warm outside.
It’s a perfect day. Let’s pretend that we are collecting
shells on the beach. [Have children pretend to collect
shells.] (Gesture)
And some of the shells we find are perfect also. They
are not broken and very shiny.
Can you name something you think is perfect? Why do
you think it is perfect? (Contextual instruction)
Is a broken toy perfect? Tell me why or why not?
(Analytic instruction)
Say perfect with me three times – perfect, perfect,
perfect.
Point to the letter ‘p’ in the word ‘perfect’. What sound
does the word ‘perfect’ start with? What is the letter
name? (Anchored instruction)
As we read, I want you to listen for the word ‘perfect’.
If you hear it, touch your nose! (Contextual instruction)
VIOLETS: Teaches Individual Words
Teacher Talk
We have learned some words that mean
the opposite of each other. We learned
that upside-down is the opposite of ….
[give the children time to respond right-sideup.] Now we will learn some more words
that we call opposites.
Teacher Talk
Hot / cold
This is a picture of hot and cold.
Something that is hot has a high
temperature. Let’s pretend it is a hot
summer day. Ohhhh! We are so sweaty!
Let’s wipe the sweat from our faces. Say
hot with me two times.
Something that is cold has a low
temperature. Let’s pretend we are
shivering because we are so cold. Brrrr!
Say cold with me two times. Hot is the
opposite of cold.
VIOLETS: Teaches Individual Words
Teacher Talk
If you like kittens and you like puppies,
getting a kitten for a pet is as good as
getting a puppy.
Let’s look at the pictures. Running in the
water is as good as running on the beach.
It is fun to run in the water and it is fun to
run on the beach.
Teacher Talk
Say as good as with me three times – as
good as, as good as, as good as.
Teacher Note: Say the statement, have
students put thumbs up or not, and then after
each one, ask several pairs why they
answered that way.
If you think one thing I say is as good as
another, put your thumbs up.
Having a toothache/going to a birthday
party
Getting a new puppy/getting a new bicycle
Doing the dishes/watching a favorite TV
program
[You can continue if you like.]
VIOLETS: Rich Language Immersion
Passage 1:
Look at Chrysanthemum’s miserable face [point to Chrysanthemum]. (Picture)
Let’s make a face like that. (Gesture)
How do we feel? We feel miserable! (Previewing prior to open-ended questioning, below.)
Let’s say that together: We feel miserable! We feel miserable! (Choral repetition)
Why does Chrysanthemum feel so miserable? [Anticipated response: Because the children keep making fun
of her name.] (oral language and knowledge structure development: causes.)
Passage 2:
Here is the new baby [point to Chrysanthemum]. (Picture)
Her parents are so happy. They said she was perfect, absolutely perfect.
Let’s say that together: Absolutely perfect! (Choral repetition)
The little baby is perfect; that means she is just right. She is as good as she could be. (Defining vocabulary
in context)
Chrysanthemum’s parents loved their new baby. She was absolutely perfect. (Summary)
Thanks So Much