Tracie Myers, Stacey Flanigan, and Katy Knudtson Community Child Care Center, St. Paul 1 Walking into a new language… 2 Who We Are Community Child Care Center demographics 36 of 56 children are dual language learners (home language other than English), additional children have another language in the home 17 different languages that are always changing ○ Spanish, Portuguese, Mandarin, Ojibwe, Swahili, Hebrew, Arabic, Tamil, Korean, Bengali, Setswana, Hindi, Malayalam, Vietnamese, French, Catalan, Punjabi 3 Different Programming Styles Bilingual Monolingual (English or another language) 4 Population of DLLs in Schools 20% of U.S. population over age 5 speak a language other than English at home (U.S. Census Bureau, 2010) Number has increased 140% in 30 years Over 50% of U.S. schools serve at least one DLL (NCES 2009) 14.1% of public elementary school students are DLLs (NCES 2009) 6.5% of public secondary school students are DLLs (NCES 2009) 5 Population of DLLs in Schools 2005: 29% of Head Start participants do not speak English as first language (Cheatham & Ro, 2010) 150 languages among U.S. DLL students (Chen & Shire, 2011) Predicted that by 2030s, 40% of K-12 students will have limited English proficiency (Chen & Shire, 2011) Only 15% of BA and 13% of AA ECE teacher prep programs require a course on working with DLLs (Gillanders, 2007) 6 What happens if we don’t serve them? Misassessment resulting in overreferrals for special needs, disabilities (Brooks & Karathanos, 2009) Results in an invisible, isolated population of children whose identities are ignored, stereotyped, or deemed in need of fixing 7 Stages of Second Language Acquisition Using home language in classroom Nonverbal Period 1. 2. Going public with words/phrases 3. 4. Child spends time observing Socially irrelevant (on the sidelines) Formulaic and Telegraphic Speech Productive use Full participant, fluent communicator 8 Individual Differences Exposure Age Personality Motivation Simultaneous or Sequential Acquisition Order of stages not set in stone, kids can skip around, backtrack, etc. 9 Communicating at Play Time How do kids use language with each other at play time? Negotiate Join a game Assign roles Take turns Persuade 10 Byong-Sun How does this compare to a native English speaker’s play? Socially irrelevant Double Bind Can’t be social without the language, can’t learn the language without being social 11 Strategies for ECE Professionals Developing family-school partnerships Designing classroom environment Fostering positive teacher-child relationships Supporting positive peer interactions 12 Developing Family-School Partnerships: Programming Messages of welcome and support Family intakes Enrollment forms Names Policies and philosophies Open-door policy Sharing information and materials Community events 13 Developing Family-School Partnerships: Teachers Family intake Home language plan Native language resources Sharing information (curriculum, materials, etc.) Get to know families as individuals, not as a culture 14 Developing Family-School Partnerships: Teachers Home visits, conferences Goals Assessment Authentic, dynamic assessment without language Discuss progress vs. results Dialogue about language development Invite families to share language/culture in any way they are comfortable 15 Developing Family-School Partnerships: Teachers Families are your best resource! They are the experts on their culture and language, so developing partnerships will help you and you will feel more comfortable asking about it 16 Classroom Environment Consistent schedule and routine Circle Time Routines Small group vs. Large group Photo schedule Safe havens Individualized communication tools 17 Classroom Environment How does your family say “hello”? Represent languages, cultures Labels (materials, names) Books, Read-along stories Music Toys/Supplies Speak a few key words/phrases 18 19 Teacher-Child Relationship Get to know the language, culture of child Try a greeting word in the child’s home language Learn to pronounce the child’s name Interact first without language—parallel play, smiles, and space Refer to child without speaking to him/her directly (included in group, but no pressure to respond) Narrate the day with running commentary 20 Teacher-Child Relationship Start slow, with a few key words in home language Interact with simple phrases supported with gestures/visual aids Repetition Start with hear and now Expand their communication Keep expectations in check 21 Supporting Peer Interactions Establish class mentors Invite DLLs to play with you and into play groups with other children Small group instruction vs. large group Model and supply language Vocabulary words in context Repeating in social negotiations Child-centered activities that encourage peer interaction Intentional child placement Safe havens 22 Contact Us Tracie Myers, Director director@cccc.comcastbiz.net Stacey Flanigan, Education Coordinator cccc.office@gmail.com Katy Knudtson, Preschool Teacher cccc.youngerpreschool@gmail.com Community Child Care Center www.umncccc.org 23 Refences Brooks, K. & Karathanos, K. (2009). Building on the cultural and linguistic capital of English learner (EL) students. Multicultural Education, 16(4), 47-51. Cheatham, G. A. & Ro, Y. E. (2010). Young English learners’ interlanguage as a context for language and early literacy development. Young Children, 65(4), 18-23. Chen, J. J. & Shire, S. H. (2011). Strategic teaching: Fostering communication skills in diverse learners. Young Children, 66(2), 20-27. Gillanders, C. (2007). An English-speaking prekindergarten teacher for young Latino children: Implications of the teacher-child relationship on second language learning. Early Childhood Education Journal, 35(1), 47-54. National Center for Education Statistics. (2009). Characteristics of public, private, and Bureau of Indian Education elementary and secondary schools in the United States:Results from the 2007–08 Schools and Staffing Survey (NCES 2009-321). Retrieved from http://nces.ed.gov/pubs2009/2009321/tables/sass0708_2009321_s12n_02.asp Nemeth, K. N. (2012). Basics of supporting dual language learners: An introduction for educators of children from birth to age 8. Washington, D.C.: NAEYC. Tabors, P. O. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second language. Baltimore: Paul H. Brookes Publishing Company. U.S. Census Bureau. (2010). New Census Bureau report analyzes nation's linguistic diversity: Population speaking a language other than English at home increases by 140 percent in past three decades (CB10-CN.58). Retrieved from http://www.census.gov/newsroom/releases/archives/american_community_survey_acs/c b10-cn58.html 24