Development and
Young Dual Language
Learners: What are
Appropriate
Outcomes?
Linda M. Espinosa, Ph.D
Espinosal@missouri.edu.
NECTAC
October 28,
2012
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Definition of DLLs
“Dual language learners are children learning two
or more languages at the same time, as well as
those learning a second language while
continuing to develop their first (or home)
language.” (p.1)
Definition includes simultaneous and sequential
second language learners
Distinctions are usually made in literature
Includes English language learners (ELL) and
English as a Second Language (ESL) students
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Dual Language
Learners are “At
Risk” for Low Levels
Academic
Achievement
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NAEP 2009
Scored at or above proficient in fourth grade
reading:
6% of ELLs
36% of non-ELLs
Scored at or above proficient in fourth grade
mathematics:
12% of ELLs
41% of non-ELLs
Scored below basic in 8th grade reading:
74% of ELLs
22% of non-ELLs
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Underserved or
Inappropriately Served
Population
Attendance/Participation Rates
Achievement Patterns: K Entry; Third/Fourth
Grade Reading and Math Scores
High School Completion and College
Matriculation and Graduation
Adult Incomes; Percent in Poverty
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Recent Quality Improvement
Efforts
RTT: Early Learning Challenge Grants
Intent: Improve early learning and
development outcomes and K readiness
for Children with High Needs
Requires: Comprehensive Assessment
System aligned with State EL & D
Standards…..Measuring outcomes and
progress key tool to improve quality
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Standards>Outcomes>Assessment
49 States Have Published Comprehensive Early
Learning Standards (all major domains of
learning) 2010
Up from 15 in 2001-2002
40 States Funded Preschool Education in 20092010
Source: NIEER Yearbook, 2010
RTT ELC: Standards and assessments must be
developmentally, linguistically, and culturally
appropriate
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EL Standards define the
desired outcomes and
content of ECE
*Standards support positive development and
learning Only if they emphasize significant,
developmentally appropriate content and
outcomes. (NAEYC, 2009)
*The question today is what are significant and
developmentally appropriate outcomes for
young DLLs.
*What do we know about the development of
preschool DLLs?
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Needs of Young Dual Language Learners
Only “Marginally” Addressed in State
Early Learning Standards
Few explicitly address learning needs when
children speak a language other than English in
the home, e.g., standards are written with
assumption children will attain same English
benchmarks in same timeframe (Ex: Understands
and uses age-appropriate grammar including present,
progressive, and regular past tense @48 months)
* NCLR, 2010;2009; Wright & Copeman, 2007
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Seven States Recognize Home
Language Other Than English
Acknowledge that some children will be
learning through two languages
Achievement in Home Language evidence of
age-appropriate language development
No guidance on:
Language benchmarks in English or Home
language: How do the two languages interact during
PreK years?
Limited guidance on identification and assessment
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Eight States Address English
Language Development (ELD)
Some describe stages
and process of dual
language development,
CA Example:
PS: ELD Domain: L, S, R, W
Strands: 3 levels: B, M, L
oCompetencies w/ examples
oNot tied to age
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Washington and Alaska Early
Learning Guidelines
* Linguistic, cultural, and ethnic diversity woven throughout
expectations for what and how children learn during PreK
years
Be aware and respectful of cultural
differences in valuing independence;
WA. Examples:
Use vocabulary and phrases in children's home
language when introducing new ideas or concepts
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Alaska Guidelines include indicators
and strategies to support the
development of children's home
language while acquiring English
*Alaska Ex: Goal 74, 36-60 months:
Uses sentences in home language and begins
to use single word or telegraphic speech in
English
*Provider Strategy: 1)Help child develop
reasoning skills through use of home
language; 2)Devise strategies that homeschool collaboration to reinforce
home
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language and promote learning English
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State Early Learning Standards
and Young DLLs: Summary
*Most states do not explicitly address learning
needs of DLLs: Assume English is language of
learning and instruction
*Some states address culture and language in
intro principles or generally in each standard,
e.g., honor and respect home culture and
language
*Few states have explicit learning
expectations for home language and English
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OHS Child Development and
Early Learning Framework,
2010
*Intent: To improve child outcomes and
*Serve as a lens for analyzing data in order to
understand child progress and
*To identify areas that need additional
resources and attention.
*Programs are to use culturally and
linguistically appropriate assessments to
capture what children who are DLLs know
and can do in all areas of the Framework.
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11 Domains of Development in OHS
1. Physical Development & Health
2. Social & Emotional Development
3. Approaches to Learning
4. Language Development
5. Literacy knowledge & Skills
6. Mathematics knowledge & Skills
7. Science knowledge & Skills
8. Creative Arts Expression
9. Logic & Reasoning
10. Social Studies knowledge & Skills
11. English Language Development
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Language Development:
Language and Literacy
Uses increasingly complex and varied
English vocabulary.
OHS: EL Skills:
CA: L&L: (60 months) Understands and uses
increasingly longer sentences, including sentences
that combine 2-3 phrases or 2-3 concepts
CA: ELD: (Middle) Uses 2-3 word utterances in
English to communicate
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What do we know about
language/literacy
development of young DLLs?
*In what ways are typically developing preschool DLLs
the same as...or different from native English
speakers?
*How does the child's home language (L1) influence
development of English (L2)?
*Is there a typical developmental trajectory for
English language development (ELD) during
preschool years?
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Knowledge Limitations !!!
The research base
for preschool dual
language
development is just
emerging: Many
unanswered
questions.
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Some Areas with Consensus
 Babies have capacity for learning multiple
languages from first year: linguistic geniuses
 Balanced early bilingualism is possible with
sufficient high quality input in both
 Cognitive, social, family, economic advantages
to bilingualism
 Home language vulnerable to attrition
 Proficiency in home language linked to English
acquisition: some home language knowledge
and skills facilitate English learning
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Some emerging knowledge for DLLs:
CECER-DLL & CA DLL "Best Practices"
*Brain development looks different for bilingual
babies: greater neural density in some areas;
separate language systems
* Human brain is highly sensitive to sounds and
features of language during first few years of
life.......decreases dramatically after age 7
* Human interaction is critical to learning
language during first two years
*http://cecerdll.fpg.unc.edu/
*http://www.cde.ca.gov/re/di/or/cdd.asp
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Differences, cont.
 Vocabulary development looks different:
longer lexical retrieval time;
 smaller vocabularies in each language;
 conceptual vocabularies when combined
in 2 languages comparable;
 Speech production somewhat slower;
 Grammatical development differed;
 Vocabulary and grammar correlated within
language but not across languages
 Cross-language (L1-L2) influences varied by
similarities of 2 languages
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Differences....
 Preschoolers' code-switching
demonstrates linguistic knowledge of 2
languages and serves several purposes
 Some cognitive advantages for
bilinguals:
 executive function: working memory,
inhibitory control; suppressing
interference; mental flexibility;
 Alzheimer's protection...
 Some social emotional strengths: prosocial competencies
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How might expectations/outcomes
need to be adjusted based on
emerging evidence about
developmental trajectories for
young dual language learners?
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Example of language
interaction for a
young DLL
Four year old in a LAUSD Transitional
Kindergarten classroom
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Stage of ELD and rate of
development depends on
many factors
1. Age of first exposure to English
2. Amount and quality of exposure to
and opportunity to use new language
across contexts
2. Quality of ELD instruction
3. Family background characteristics
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To understand language
abilities and progress we
must gather information from
family
1. Parent family interviews that begin
conversation about early language
exposure and usage
2. Gain insight about family
beliefs/preferences about
language....and child
3. Some available now--CECER-DLL is
field testing one this spring
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LAUSD Transitional Kindergarten Family Languages and Interests Survey
Today’s Date: ________/_________/________
Month
Day
Year
CHILD’S NAME (first, middle, last): ______________________________________________________________
Gender: Boy
Girl
Child’s Date of Birth: ________/_________/________
Month
Day
Year
1. Who are the members of your family? ____________________________________________________________
2. How many family members live with you and child?__________________________________________________
3. Who is the primary caregiver of your child? ________________________________________________________
4. What language does the primary caregiver speak most often with child? _________________________________
5. What language did your child learn when he or she first began to talk?___________________________________
6. Does anyone in your home speak an indigenous language? Yes
No
Identify:________________________
7. Can you tell me what language(s) each of the following people in your household speak to your child?
Only English
Mostly English, some
other language (identify)
Mostly other language
(identify), some English
Only other language
(identify)
Mother (or you)
Father (or you)
Older siblings
Grandmother
Grandfather
Aunt/Uncle
Others, after school,
community members
8. What special talents or interests does your child have?_______________________________________________
____________________________________________________________________________________________
9. Who does your child play with most often?_________________________________________________________
____________________________________________________________________________________________
10. What are your aspirations for your child? ________________________________________________________
____________________________________________________________________________________________
11. What are your expectations for the Transitional Kindergarten year?____________________________________
____________________________________________________________________________________________
12. Do you have any hobbies or interests that you would like to share with your child’s class?__________________
____________________________________________________________________________________________
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13. Would you be interested in volunteering in your child’s class?_________________________________________
If yes, preferred day and time__________________________________________________________________
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Characteristics of Early Bilingualism
Stages of Sequential/Successive
Bilingualism
1. Home Language use
2. Non-Verbal/Observational Period
3. Telegraphic/Formulaic Speech
4. Productive Language
Young Dual Language Learners are Highly
Variable-- Significant Implications for Accurate
Assessment of Important Outcomes
video
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Consequences of Home Language
Loss
Erasing a child's language or cultural patterns
of language use is a great loss for the child.
Children's identities and sense of self are
inextricably linked to the language they
speak and the culture to which they have
been socialized. They are, even at an early
age, speakers of their languages and
members of their cultures. Language and
culture are essential to children's identities.
Genesee et al., 2004, p.33
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Language Loss, cont.
Home Language loss linked to poor long-term
academic outcomes (Slavin & Cheung, 2005; Oller
& Eilers, 2002; Thomas & Collier, 2002)
Preschool children quickly can shift language
preference to English (Wong-Filmore, 2000)
Linguistic and cognitive benefits to becoming
fully bilingual (Bialystok, 2001, 2011; Winsler, et
al., 1999)
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Challenge of Accurate Screening and
Assessment
“In the early stages of bilingualism, children’s language skills
are in flux, so there’s a huge range of proficiency in their
second-language performance, which makes it difficult to
distinguish between typical second-language differences and
genuine language impairment,…..the result is that children from
a linguistically diverse background are often over- or underidentified with a language disorder.”
E. Pena, 2011
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Some areas with less clear-cut
research
*How much exposure to each language during
preschool years?
*What does “ready for kindergarten” look like
for dual language learners? Is it better to have
maximum exposure to English or are strong
home language skills more important for longterm academic success? (K Entry Assessment)
*How do English language benchmarks translate
for dual language learners? (Normative info on
development for DLLs is lacking; much more
complex than monolingual development)
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More Research Needed
*How to support both home language
development and English acquisition with
current Early Childhood Workforce;
Majority are monolingual and not well
prepared for diversity
* How to assess progress and development
in both languages?
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Where to Start?
*Review current standards and outcomes for
alignment with state goals for first and second
language development (diverse team with
second language learning expertise),
* caveat when aligning with Common Core
*Revise/Supplement with most current research
on early bilingualism and culturally competent
development (need expert advisors)
*Extend comprehensive assessment system and
outcomes to appropriately include DLLs
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Purpose for
Assessment
Type of Measure/Procedure Recommended
Determination
of Language
Dominance
Parent/Family Survey with questions about language usage,
interaction patterns, and language proficiency
Teacher observation of language usage across multiple
contexts
Possibly English language screener
Assessment team that answers following for each EL child:
which language does the child have the most experience with,
use more fluidly, and most often prefers to use (Genesee et
al., 2004)?
Language
Proficiency
Language samples across multiple settings (in small groups, with
peers, with family members, etc.)
Standardized language narratives (e.g., Renfrew Bus Story)
Standardized language measures of receptive and productive
capacity used cautiously (e.g., preLAS English and Spanish; ROWVT
and EOWVT; Pre-IPT; BESA and/or Woodcock-Muñoz); at certain
stages of English language
development DLLs will 36
know fewer
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vocabulary words in each language which is typical—not a language
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Purpose for
Assessment
Type of Measure/Procedure Recommended
Determination
of Language
Learning
Disorder
Collect information from multiple measures and procedures
in both languages(especially child’s dominant language;
delays will show up in both languages)
Use appropriate standardized tests of language abilities
cautiously
Collaborate with native language speakers
Observe language usage across multiple settings, in and
out of school
Team members make best professional judgment and
update frequently
Language
Outcomes
Informal assessments aligned with curriculum goals in
language of instruction (DRDP, GOLD, focused teacher-child
language interactions)
Observational language assessment of ELD with guidance
Curriculum embedded assessments in English and home
language if dual language program
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Standardized measures
of language proficiency 4/13/2015
How California Addressed
Research on Early Standards,
Outcomes, and Assessments
for DLLs:
1. Designed ELD Standards for 3-5 year
olds, not benchmarked by age:
(small group of experts on 2nd
language development)
2. Required assessment of all other
domains in home language of DLLs
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CA ELD Goal: Child is progressing toward
fluency in understanding English
 Stage 2: Demonstrates understanding of a
few English words and phrases for objects
(nouns) and actions (verbs); begins to attend
to group activities in English, may need
physical cues
Often attends to others speaking English
Shows increased participation in group
activities and joining in clapping, singing
games
Adapted from DRDP
PS@2010, California State 4/13/2015
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Department of Education, Child Development Division
Teachers and Assessors Need Guidance of
Indicators of Typical Language Development of
Dual Language Learners for Instructional
Decision-Making
Need to know about process of second
language development
What it looks like--typically
Rates of Progress
Normal Variations
New products will provide guidance!!
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We Are ALL at the Forefront of
Improving Our Standards, Programs,
Policies, and Practices to Better
Meet the Needs of Young Dual
Language Learners and Their
Families
* Diversity has been written into the DNA of American life; any
institution that lacks a rainbow array has come to seem
diminished, if not diseased….Joe Klein
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* Monolingualism is a disease that is easily cured!……Anonymous
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“When I was little and really wanted something,
I prayed to God in two languages, just in case
God didn’t know one of them. Knowing two
languages opens many doors for children,
ensuring that nothing is lost in the translation.”
Rafael Guerra, Executive Director of East Coast Migrant Head
Start Project
Let’s help ensure Dual Language Learners
knowledge, abilities, and strengths are not lost in
translation!!!
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THANK YOU!!!!!
Muchas Gracias
Merci Beaucoup
谢谢
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