Making a Difference
Culture & Language
Responsive Practices in Early
Childhood Education:
Susan M. Moore,JD, CCC-SLP, Clinical Professor
University of Colorado at Boulder
Slide design pictures courtesy of
Hilton Early Head Start
Key Questions to Frame Our
Conversations
• What is your understanding of culture?
• What is the Colorado Multi-tiered Model? Where
did it come from?
• How does this apply in our current
context of a changing world ?
• How do we build relationships with families from
cultures different from our own?
• What do families need to be involved in their
child’s early education ?
Questions continued…
• What are options / considerations for models of
early education that support culturally, linguistically
and ability diverse children?
• How can teachers and providers support children
learning English as a second language in the
preschool classroom?
What is culture?
• What do you think about when you
hear the word culture?
• What is the nature of culture?
• What is acculturation, assimilation or
marginalization?
What is the Colorado Multi-tiered
Model?
Response to Intervention (RTI) is a multi-tier system
developed primarily for use with school-age children
that is gaining widespread acceptance in schools
throughout the country. RTI systems help teachers
organize the way in which they gather information and
deliver instruction to respond to children’s learning
difficulties. Recently, there has been a growing interest
in the use of RTI with younger children (three to fiveyear-olds), largely because some young children show
signs that they may not be learning in an expected
manner, even before they begin kindergarten. However,
RTI within the context of early childhood (e.g., Head
Start, child care, public and private pre-kindergarten
programs) is considered an emerging practice.
•
(DEC Communicator , August 1, 2007, Vol:1:3 Buyesse et al)
Colorado Multi-tiered Model
□ How it fits
Rationale for Multi-tiered Framework
in EC
• “Why wait for a label?…Why not intervene as soon
as we see a child struggling to learn? (Buysse,
2007)
• Key Components:
~ Systematic screening and progress monitoring
~ Multiple tiers of increasingly intense researchbased interventions to address individual
learning
~ Collaborative problem solving process linking
assessment to intervention
Focus Points
“We can teach children with diverse cultural,
linguistic, and learning characteristics”
 Intervene early
 ECE practices that are family-centered, culturally
competent, and individualized
 Use research and evidence-based interventions
based upon intervention hierarchy or tiered
approach
 Assessment includes gathering information from
multiple sources, ongoing progress monitoring, and
use of assessment data to inform instruction
Foundational Level
Universal Level of Supports for ALL Children includes:
• Administration
• Staff with qualifications,
• Physical environment, including materials and classroom
design, health, and safety
• Curriculum
• Instruction
• Assessment process for each and every child including
dual language learners
• Program Standards and Guidelines
• Quality Standards for Early Childhood Care and Education
Services
• ECEA/IDEA
Key Question
How does this apply in our current
context or a changing world ?
Our Changing World
The rate of growth of dual language
learners in the school systems has been
dramatic over the past decade, with some
Southern states experiencing 300 to 400
percent increases. In some parts of the
country, more than 50 percent of the
preschool population comes from nonEnglish-speaking homes.
Linda M. Espinosa, 2009.
Our Changing World
• Although many children are immigrating from different
countries, children of immigrants and who are also U.S.
citizens, are the fastest growing component of the child
population. www.futureofthechildren.org
• In the United States it is estimated that one of every five
school children will be a recent immigrant and speak a
language other than English at home by 2010 (U.S. Bureau of
the Census., 2000). Home languages include Cantonese,
Hmong, Russian, Spanish, Somali and Vietnamese as well
as more than a hundred other languages. Kohnert et al, 2009
Who are these children?
• Students who immigrated before
kindergarten
• U.S.-born children of immigrants (nativeborn)
– 76% of DLLs in grades K-8
– 56% of DLLs in grades 9-12
(Batalova, Fix, and Murray, 2007)
By 2015, second generation children of
immigrants are expected to be 30% of the
school-aged population.
Dual Language Learners
Colorado
Projected Growth
Colorado
Most Common Languages
Implications
• The rapid growth of populations challenges our
present support system for meeting the needs of
children learning English as a second language,
especially those in need of special education, in
Head Start and other Pre-K programs
(23rd Annual Report to Congress).
Paradigm Shift
• Deficit Model: “closing the achievement
gap” ; children “at risk”;
“students who are “failing”; “drop outs”
Versus
• Strengths-Based Paradigm Shift: Children
who come to school rich in cultural legacy;
competent learners
G. Gay, 2005
Shift to Prevention
• “Waiting to fail” versus recognition of learning
challenge with responses that may ameliorate or
prevent the occurrence of failure
• RtI/R&R in Pre-K makes sense! How do we
implement in a family centered, culturally
responsive way?
Family Stories
(S. Sanchez,1999)
By listening to family stories we can…
• Understand families’ experiences
• Identify family strengths and resilience
• Encourage the establishment of meaningful
relationships by understanding the interaction
between language and culture in the lives of
families
• Understand that all families are unique and need
to be respected for the decisions they make.
Implications
Would you agree?
Parents and families benefit from:
• Respectful and trusting relationships with teachers
and providers
• Meaningful engagement in all aspects of the
assessment process and educational planning for
their children
Implications
• Families from cultures different from our own also
need:
• Educators and specialists who understand patterns
of 2nd language acquisition, influencing factors and
who can distinguish language differences from
disorders
• and specialists who share information regarding
current research about bilingualism
• Educators and specialists who adopt non-biased or
anti-biased assessment practices
• Educators and specialists who link authentic
assessments to intervention as needed yet also
provide information about community resources
and parent education and support
Key Question
How do we build relationships with
families from cultures different
from our own?
Effective Strategies include:
• Cultural Mediators, Interpreters & Translators
• www.landlockedfilms Beyond Words “Working with
Families” Part III
• “Ethnographic” Interviews Westby,1990
•
Individualized Person Planning: Pathways A
Child’s Journey
• Parent Education & Support
El grupo de familias
Another Key Question
What do families need to become
more engaged in their child’s
education?
Families Need Information:
About: Second Language Acquisition
and Benefits of Bilingualism
2nd Language Acquisition
and Bilingualism
“ I now know how I can support my child to
learn both languages…It is what we
want…for our children to know our
culture…to be able to talk with their
grandparents…yet still succeed in school”
A Parent from El Grupo
Research Base: 2nd Language
Acquisition and Bilingualism
Cognitive Advantage: Educators “should consider the
cognitive advantage that can accrue from knowing
and using two languages instead of considering
only the possibility of disadvantages, this has been
the case traditionally when consulting with parents
about the pro’s and cons of bilingualism” (Genesee et
al, 2004)
Academic Advantage: “Research clearly shows that
students in bilingual programs can develop
academic skills on a par with, or superior to, the
skills of comparison groups of their peers educated
in English only classrooms”
(Genesee et al, 2004; Lindholm-Leary, 2004-05)
Research Results
Educational Advantage: Research findings even
show that highly bilingual students reach higher
levels of academic and cognitive functioning than do
monolingual students or students with poor bilingual
skills…
(Hakuta and Garcia, 1989)
Economic Advantage “In addition, students who
are bilingual will have skills that enable them to take
advantage of more career opportunities.” (August &
Hakuta,1997)
Myths & Realities
“One of the most widespread and harmful myths in
our society is that very young children will learn a
second language automatically, quickly and easilywith no special attention to their needs for an
optimal learning environment.”
Catherine Snow
Continuum
• Bilingual children present with a wide range of
language proficiencies that are dynamic and
change over time, this makes studying bilinguals
more difficult than studying monolinguals.
(Silva-Corvalan, 1991; & Figueroa 1994; Genesee, Paradis,
& Crago, 2004; Grosjean, 1998; Kayser & Guiberson, 2008)
Heterogeneity
Some variables adding to heterogeneity:
• Type of Acquisition: Age of exposure and
interaction
• Language exposure and usage
• Internal/Individual factors
• Socio-cultural context for bilingualism
Types
Simultaneous Bilingual
Simultaneous acquisition occurs when a child is
exposed to both languages simultaneously from
birth or a very early age
Sequential Bilingual
Sequential acquisition occurs when a child becomes
exposed to and begins to learn L2 after developing
his/her L1
Type of Acquisition
• Type of acquisition results in different
developmental patterns and language behaviors
(Arnberg, 1987; Cook, 1997; Harley & Wang, 1997;
Krashen, 1982; & Tabors, 1997).
• Sequential bilinguals demonstrate a great deal of
variability in rates and stages of language
acquisition (Roseberry-McKibben 2003;Kayser,
2002; Genesee, Paradis, & Crago, 2004).
Internal and External Factors
• Language aptitude, motivation, and strength of first
language may all influence rate of learning L2
• Exposure or input is critical in learning a new
language as well as maintaining language
proficiency
Language Exposure and Usage
(Patterson, Zuerer, Pearson, 2004)
Child Variables
• Age of exposure
• % of usage in L1 and L2
• Language use with
siblings, and other family
members
• Language of play
• General language ability
External Variables
• Adult language
practices in the home
• Sibling language
usage
• Language of
Instruction in
• Access to languages
(language community)
• Exposure to languages
through media
Stages of Second Language
Acquisition
• Silent Receptive/ Comprehension
• Early Production
• Speech Emergence
• Intermediate Fluency
• Advanced Fluency
Krashen, S.D.,1986
Children’s First Exposure to the
Second Language (Tabors 1997)
Stages of L2 Development : 2 year study of observed
stages By Tabors…
• Home Language Use: (Typically quite short)
• Non-verbal Period: (Varies in length)
• Telegraphic or Formulaic use: (“What’s up?; “I
don’t know”)
• Productive Language: (Shift to novel utterances
beyond formula)
Typical Bilingual Processes
• Silent period
• “Language Loss”… can be transitional period/interlanguage wherein students may demonstrate
semi-lingualism
• Reduced Exposure
• “Codeswitching”… “Code mixing”
• Cross-linguistic Influence …transfer
Schiff Meyers,1992;Kayser,1993;RoseberryMcKibbin, 1994; Genesee, Paradis and Crago, 2004
Why Is This Information Important in
Assessment?
José is a 3 year-old whose first language is other than
English. His participation in preschool is his first exposure
to English. He withdraws from where other children are
playing. However, you notice he is observing other
children. Sometimes he will imitate their gestures in group
activities.
Based on 2nd language learning patterns,
what additional information do you want
to observe and collect before you
interpret this behavior?
Another Example
Amos is a very bright 4 year old child who
immigrated to this country 2 years ago and
has had a great deal of exposure to English
but continues to “code mix” and his
parents “want to hold him back from
entering kindergarten until he learns better
English” what information do you need in
order to help this family make a decision.
BICS and CALP
The “iceberg analogy”
Basic Interpersonal
Communication Skills /
Conversational Proficiency
on the surface can lead one
to think …you’re bilingual
!
Cognitive/Academic/
Language Proficiency
(CALP) is fully developed
for learning; Cummins,
1976
Academic English
Academic language is the linguistic glue that
holds the tasks, texts, and tests of school
together (Zwiers, 2005) …The set of words
and phrases that…
~ Describe content-area knowledge: “saturation”
~ Express complex thinking processes and abstract
concepts: “compare and contrast”, “similarly”
“justify and support”
~ Create cohesion & clarity in written and oral
discourse: “as a result of”, “as evidenced by”
Additional Variables
Socio-Cultural Factors:
•
Disproportionate representation of minority
students in Special Education
•
Family Perspectives
•
Additive and Subtractive Perspectives
More Than Just Overrepresentation
Disproportionate Representation
Over-representation
Under-representation
Misidentification
Artiles, Rueda, Salazar, & Higareda, 2005; Artiles, Trent, &
Palmer, 2004; Meyer & Patton, 2001; Gersten, & Woodward,
1994; Artiles & Trent,1994
Attitudes
• Additive Bilingualism:
Contexts where there is substantial support for
continued L1 development and maintenance as the
child acquires L2.
• Subtractive Bilingualism:
Contexts where the use of L2 is required and
thought to replace the child’s L1.
(Genesee, Paradis, & Crago, 2004)
Subtractive Bilingualism and
Language Loss
• Can lead to the phenomena of language loss, or
loss of skills in the child’s L1
• Children experiencing language loss fail to gain
proficiency in L1 as expected, and eventually stop
speaking and understanding their L1 (Sharwood
Smith & van Buren, 1991).
• Language loss can result in compromised parentchild attachment, less child directed speech, and
decreased family cohesion (Luo & Wisemann,
2000; Sridhar, 1988).
Language Loss… More Than
Language
Families from numerous cultural and linguistic
backgrounds reported that as their children lost L1
skill, they also lost their cultural identity, values,
and beliefs. Most importantly they lost their
connection to home, and ability to communicate
with family. Wong Fillmore attributed this to society
that did not value multiculturalism.
(Wong Fillmore, 1991
Families Need More information:
Especially if Children Have Diverse Abilities or
Learning Characteristics
Impact of Disability
This is huge …because her father’s side of the
family doesn’t speak English”
Joyce Rochester ~ Parent
“We know that in appropriate circumstances,
children, even those with language impairment,
have the capacity to learn two languages.
Professionals and parents need to assess whether
the circumstances that a given child is in are
conducive to dual language learning. They should
never automatically assume that having two
languages is the exclusive domain of children with
typical development.” Genesee et al., 2004
The Danger of Assumptions:
“It is too confusing?”
• Just because a child has a challenge or disability, it
does not mean he or she cannot learn two
languages… “multiple container theory” (Tabors,
1997)
• The research shows that children with SLI will be
challenged in learning two languages, just as they
are challenged in learning one language
(Genesee et al., 2004)
Disability?
Key Question
What information do families need
to share with teachers and care
providers?
Understanding Families
Consider …
• Families prior negative experience
• Impacts of disproportionate representation in
special education
• Moving beyond stereotypes about family
participation
• Cultural conflicts based on expectation
discrepancies and experience
• Family’s fear of discrimination and prejudice
Life Ways: Understanding
Culture
• Think about the family in which you
grew up, what were some of their
beliefs about:
~Letting children cry
~ Discipline
~Toddlers Playing with Food
~Children with Disabilities
Think about your own current beliefs.
Are they the same as those described
above?
Understanding Families
“There exists no generic entity which may be dubbed the
Southeast Asian family, the Native American family…each
of these categories encompasses numerous cultures,
their individual members may share tendencies in some
areas and not in others. Individuals and families will be
found to lie along different points of their cultural
continuum ( from traditional, for example to fully
bicultural). These are valid cultural distinctions only in the
very broadest sense of the term.”
Anderson & Fenichel, 1989, Zero to Three
Individual Consideration
“All families, in fact, vary greatly in the degree in
which their beliefs and practices are representative
of a particular culture, language group, religious
group, or country of origin.”
Eva Thorp, 1997
Learn About…
• Cultural and family values
• Dreams for their child
• Family priorities
• Language use and exposure
Trust - Information - Choice
Families develop the ability to interact with
professionals and advocate for their children only
when they:
• trust in the responsiveness of the system of
supports and services,
• are knowledgeable about how this system
works, and
• have enough information to select the
appropriate choices for their child and family
What Can You Do?
• Adopt ethnographic Interviewing (Westby,1990; Westby et al.,
2003)
• Listen to Family Stories … home visits as key to preparing
for assessments
(S. Sanchez,1999)
• Focus on Individual Consideration (Thorp, 1997) Move
beyond stereotypes and recognize individual differences
• Use Parent Education and Support …programs, networks,
PTIs, etc
• Outreach with information to traditionally under-represented
families
• Prepare and provide information and legitimate choices
Develop “Skilled Dialogue”
To address and resolve cultural conflicts when they
occur with families :
From “anchored understanding” to reframing and
going to the 3rd space
Barrera & Corso, 2003
Beyond Words: “Cultural Differences & Dilemmas ~ Caught
Between Two Cultures” Part II www.landlockedfilms.org
Helpful Position Statements
• Where We Stand on the screening and
assessment of young children learning English as
a second language www.naeyc.org
• Screening and Assessment of Young English
Language Learners www.naeyc.org adopted 2005
• Responsiveness to ALL Children, Families, and
Professionals: Integrating Cultural and Linguistic
Diversity into Policy and Practice www.decsped.org September 2010
Key Question
How does this apply to multi-tiered
framework and assessment
practices?
Assessment ~ Tier I
Purposes:
For all Children including DLLs
• To determine current developmental levels and
abilities ~ universal screening
• To inform individualized programs
• To document changes over time (progress
monitoring)
Tier I
All children receive quality instruction in a well
planned environment through a developmentally
sound research-based assessment and curriculum
approach involving universal periodic screening to
determine whether most children are learning in an
expected manner and identify children who may
need additional supports. (e.g. Colorado ~Results
Matter)
Classroom Assessment
• Teacher and team observations of behaviors
• Reference what you know about 2nd language
stages and multilingual behaviors ( handout)
DK
Dual Language Learning & Social
Development
• He was born in the United States; he is currently 2
years 5 months
• He lives with his mom and dad and older sister
• His home language is Korean, and he is in the CLC
Toddler Group learning English.
• He enjoys playing with balls and trains and
airplanes. He loves readings books and dancing to
music.
Strengths
•
•
•
•
•
Gross motor and fine motor skills
Attention
Receptive language in Korean and English
Empathetic
Emergent literacy skills
DL Loves Books
DK was referred for speech language
services by his pediatrician. He is currently
receiving an hour a week of therapy with
an SLP at home.
Areas for growth from his parents’
perspective include expressive language in
Korean and English and
social interaction with peers
More Information
 His mother has observed a growth in language
production in the past 2-3 months.
 She reports he is producing 4-5 word utterances
using simple sentence structure in Korean
 In English, his utterances are 2-3 words.
• Using “mama” as a carrier phrase
• Labeling using nouns and adjectives
• Repeats/imitates common phrases and new
words
Other Observations
• Associates words in books to classroom
objects
• Follows directions and routines
• Supplementary use of signs
What do you think?
Which stage of ELA is DK ?
Language disorder or
language difference?
Does he need individual therapy for a
language disorder?
Other Supports?
Mother expressed concern about DK’s
social interactions. Mother hopes for DK to
initiate play with peers.
Observations of DLLs
•
•
•
•
•
Rarely protesting being taken advantage of
Seeking out an adult to mediate peer interaction
Less involved in group play
Misunderstood
“Double-bind”: To learn the new language, “the child
must be socially accepted by those who speak the
language; but to be socially accepted he must already
have some proficiency in the new language”;
“Communicative competence and social competence are
inextricably interrelated” (p. 34).
Tabors (2008)
Benefits of Support
“Systematic support for the home language
through the preschool years ultimately increases
academic achievement and proficiency in the
majority language for TD children.”
(Kohnert et al., 2005)
Strengthening Home Language
When home language is not established, there is a
greater risk of:
• academic delay compared to monolingual peers
• backsliding or incomplete acquisition of 1st
language
• placing additional burdens on the social,
emotional, and academic development of these
children
DK
• Expressive language
– No longer a primary concern
• Social interaction
– Friend Book
– Redirection when asking for help
– Cooperative learning
• Supporting home language
– Picture book reading with interaction techniques
– Supporting the home language in the classroom
– Routines poster in both languages
Any Questions?
Tier II
Progress monitoring enables teachers to adapt
strategies used and target specific interventions to
children who are demonstrating a slower or
unexpected rate of development. Collaborative
problem solving with parents and specialists may
be needed. (e.g. dynamic assessment strategies)
Dynamic Assessment
• Testing the limits: Rephrase question, repeat
question, take away time limits
• Interviewing: How did you do that?
• Prompting: Full model, training scaffolding to
success
No transfer, near transfer, far transfer, etc.
• Test-Teach-Retest
• Naturalistic (take easel away! use items in room or
other manipulatives)
Dynamic Assessments
(test-teach-retest)
(Gutiérrez-Clellan & Peña, 2001)
• Target a specific skill
• Measure the child’s performance (baseline)
• Select a specific intervention to improve that
child’s performance (Tier II Intervention—seek
evidence-based approaches i.e. What Works
Clearinghouse)
• Implement intervention for a specific amount of
time (allow time for the child to learn!)
• Use the same measurement as above—Did the
child gain the skill with targeted intervention?
• Problem solve-Was it the intervention, not enough
time, or is the child struggling?
• Let’s try it!
Let’s Learn Some New Words
• Intentional teaching…Mediated learning…
• Monitor rate, recall, and fluency
• Will you remember tomorrow after:
– Pre-test
– Purpose of learning explicitly stated…
“Today we are going to learn some new words we
can use in the classroom when we are talking
with each other”
– Models and demonstrations with explicit
instruction
– Repetition and Practice
- Post-test
Targeted Interventions
Key Considerations:
•
•
•
•
•
Targeted concern
Small group or embedded
Rate of learning
Effective strategies
Documentation
Tier III
Response at this level involves linking assessment
data to planning and implementing more intensive
interventions. The support of special education
staff expertise is key to this level of classroom
intervention and may lead to more specific
assessment of children not already receiving
services on an IFSP/ IEP
Information from Multiple Sources
Language Difference/Disorder ?
Given what you now know about 2nd language
acquisition and bilingual processes: How do we
differentiate difference from more challenging
issues?
Characteristics
• Characteristics of speech-language disorders can
vary across languages.
• What is characteristic of speech-language delays
in English may not be characteristic of SLI in other
languages.
(Restrepo & Gutíerrez-Clellan, 2004; Leonard,
1998)
Indicators of Language Loss
• Increased grammatical errors (Gutierrez et al.,1999
Anderson,1999, 2004; Guiberson, Barrett,
Jancosek, & Yoshinaga-Itano, 2007)
• Increase in use of general term/non-descriptive
words (Anderson 1999a,1999b, 2004)
• Increased code-mixing – or shift to using L2 only
(Kaufman and Aronoff ,1991; Guiberson et al.)
Masking
• Linguistic differences may mask, mimic, or be
confused for symptoms or characteristics of a
specific disorder (Anderson, 2004; Cheng,
1991;Wong Fillmore, 1990; Schiff-Myers, 1992).
• Children experiencing language loss have
language characteristics similar to speech and
language delays (SLD) (Anderson, 1999a, 2004).
Kohnert, K et al., (2008)
• Recent research questions non-linguistic
processing skills and/or cognitive-linguistic
interactions such as processing speed, attention
and perception, etc as potential distinguishing
characteristics of those children with primary
language impairments in any language
•
Kohnert Windsor & Ebert, 2008, Primary or “specific” language
impairment and children learning a second language, Brain &
Language. 109,101-111.
Implications
• Bilingual input does
not cause language
delay
• Learning involves
interrelated processes
in both languages for
typical and delayed
children
• Using a child’s L1 in
intervention results in
transfer of skills to the
child’s L2
Gutierrez-Clellan
(1999)
Implications
• Children with
disabilities are quite
capable of becoming
bilingual, and there is
substantial benefit in
encouraging
development in the
child’s first language.
• Subsequent studies
validated these
findings with children
with language
impairments,
developmental
disabilities, and
hearing impairment
Kay-Raining Bird, Cleave, Trudeau,
Thordardottir, Sutton, & Thorpe, 2005;
Kohnert, Yim, Nett, Kan, & Duran,
2005; Guiberson, 2005; Restrepo,
2003; Restrepo & Kruth, 2000
Predictors
Best predictors of SLD in Spanish speaking
children….
-Parental report of Language concerns
-Language sample measures
-Family History of S/L
problems(Restrepo,1998)
Range of Language Classrooms
Tabors, 1997
First-language Classroom- In this setting all
teachers need to be native speakers of the child’s
first language (L1). All children in the classroom
are native speakers of L1 and the focus of
language instruction is exclusively on the
development of the child’s L1.
(Sometimes called “One-way Immersion”, these
programs in the U.S. are generally transitional for
speakers of a native language other than English,
but full immersion programs designed for Englishspeakers to learn a second language are usually
K-6 programs)
Bilingual Education?
• What are the models that apply to early childhood?
• Jose
Dual Language
Bilingual Classroom-In this setting teachers can
either be bilingual or an English-speaking teacher
can be paired with a native speaker of the child’s
L1. The children in the class are usually a mix of
native speakers of a target L1 and Englishspeaking children whose parents want them to
learn a second language. Instruction throughout
the day is split between L1 and L2 and the focus of
language instruction is both on the development or
maintenance of L1 and the development of
English. (Sometimes called Dual Immersion, or
Two-Way Immersion, these programs generally
take a long-term approach to fostering fully
proficient bilinguals i.e. pre-K-6)
English Only
• English-language Classroom- Teachers are
native English speakers and the focus of
instruction is exclusively on the development of
English. Children in the classroom usually range
from native English speakers to children with many
different L1s including Hmong, Somali, Spanish,
etc. (Sometimes called English Immersion)
Another Model
Transitional Bilingual Education
“TBE” generally involves providing native
language support to children learning English as a
second language until they pass English
proficiency tests that indicate they are ready to
receive instruction in English. Although some
states have placed limits on the number of years
students can be in bilingual classrooms.
Transitional Bilingual Education in Pre-K:
One example of a current research investigation
• Current Research Investigation in a transitional
bilingual education Head Start preschool program
a rural town in MN where the Elementary school
population is about 30% Latino (Model:first year
Spanish only, 2nd year gradually increase English
to approximately 50/50)
• Chose TBE as the model because all K programs
in the community are English-only
• Collection of language and literacy data for three
years on the same cohort of children through
Kindergarten
Research evidence ? “English-only
or native language support”?
Based on a convergence of evidence it is
recognized that supporting a child’s native
language early on and specifically developing early
literacy skills better supports later academic
outcomes in English
(August & Shanahan, 2006; Christian, 1996; Cummins, 1979; Oller & Eilers, 2002; Rolstad,
Mahoney, & Glass, 2005; Thomas & Collier, 2002; + many more)
Reframing the Question
Don’t all children in the U.S. need to learn
English????
The Question is not whether or not all children in the
United States need to learn English…
Of course they do!
The Question is how do we best teach young English
language learners English, while supporting their
native language development producing the best
long term academic outcomes?
What does the research tell us?
• Campos, 1995
• Barnett et al, 2007
• Chang et al, 2007
Carpentería Preschool Study
Spanish One-Way Immersion
(Campos, 1995)
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Spanish-speaking children who attended
English-focused community preschool programs
English-speaking children who attended Head
Start and
English-speaking children who were primarily
middle class
Spanish-speaking children in the Carpentería
Spanish Immersion program.
Carpentería Preschool Study
Spanish One-Way Immersion
Children were followed from Kindergarten to Junior
High school and three sources of data were
analyzed to quantify progress and achievement
• school report cards,
• school competency assessment data including
referrals to special education, attendance, grade
retention and suspensions, and
• standardized assessment data.
Findings
English-only middle class group significantly
outperformed all other groups
Carpentería Spanish-only preschool students
compared to the other two groups showed
significantly higher scores on achievement tests
at kindergarten entrance …compared to both the
English-speaking children who attended the
Head Start programs or the Spanish-speaking
preschoolers who attended English-focused
community programs.
Longitudinal Data
In fifth grade on the District Proficiency Test, 80%
of the Carpentería Preschool group passed
compared to 30% of the Spanish-speaking
comparison preschool group who attended other
English-focused community preschool programs
(Campos, 1995).
Two-Way and Monolingual English
Immersion in Preschool Education
An Experimental Comparison (Barnett et al., 2007)
National Institute for Early Education Research
Rutgers, The State University of New Jersey
• An experimental design in early childhood
education comparing two-way and English-only on
the language, literacy, and mathematics outcomes
in Kindergarten for children who speak Spanish
• General Finding “It is clear that the TWI preschool
program supported stronger Spanish language
gains at no expense to English language
development in both native English and native
Spanish speakers”
• “TWI demonstrates the ability to improve the
education of children learning English as a second
language”
Social-Emotional Study
(Chang et al, 2007)
Frank Porter Graham Child Development Institute
• Study examined the social and language
development of 345 Spanish-speaking prekindergarteners in programs that varied in how
much Spanish was used during the day.
• Researchers found better social skills and closer
teacher-child relationships in classrooms where
some Spanish was spoken.
• Robert Pianta has found that the relationship
between the children and the teacher as measured
by the CLASS is the strongest predictor of
improved academic outcomes, especially for
children living in poverty.
Key Question
How can English speaking teachers and
providers support children learning English as
a second language in the early childhood
setting?
Premises
• Bilingual input does not cause language delay so
learn a few words and/or use models for support
• Learning involves interrelated processes in both
languages for typical and delayed children
• Using a child’s L1 in intervention results in transfer
of skills to the child’s L2
Gutierrez-Clellen (1999)
Research
• Children with disabilities are quite capable of
becoming bilingual, and there is substantial benefit
in encouraging development in the child’s first
language
• Subsequent studies validated these findings with
children with language impairments, developmental
disabilities, and hearing impairment
Kay-Raining Bird, Cleave, Trudeau, Thordardottir, Sutton, & Thorpe,
2005; Kohnert, Yim, Nett, Kan, & Duran, 2005; Guiberson, 2005;
Restrepo, 2003; Restrepo & Kruth, 2000
General Considerations
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•
•
•
•
Start with what the child knows
Start slowly
Scaffold Communication
Provide safe havens to address “affective filter”
Peer interactions
• Expand & extend
Content: Continuity vs. Discontinuity
• Phonological
Knowledge &
Awareness
• Print Knowledge
• ABC Knowledge
• Word Knowledge
• World Knowledge
• Narrative Knowledge
• Phonemic
Awareness &
• Phonics
• Vocabulary
• Fluency
• Comprehension
Strategies
• Use actions and illustrations to reinforce oral
statements
• Prompts, facial expressions, gesture are more
effective than just repeating commands
• Ask for completion versus production; choose
answers, cloz technique versus generation of
answers
Suggestions
• Model correct usage and judiciously correct errors
• Use visual aids and multiple modalities
(print referencing) when presenting content
• Say it with meaning: explain, define, restate and
paraphrase
Resource: Milagros Santos, Cheatham, and
Ostrosky, (2006)
• Design supportive environments
• Create meaningful and engaging learning areas
• Develop a schedule that promotes child
engagement and success
• Plan for transitions
• Teach classroom expectations
• Enhance children’s emotional literacy
Specific Strategies
• Understanding 2nd language acquisition and
bilingual behaviors to support children moving
through the stages :See handout for suggested
activities and scripts pending individual child’s
level of English acquisition
• Know each child and family’s social-cultural
context
• Use non-biased assessment by starting where
the child is
More Strategies
 Use communication strategies to make all input
“comprehensible” or meaningful in an inclusive
setting
 Use classroom organization and environment to
support diverse opportunities for learning
 Modify and adapt curriculum to meet each child’s
individual needs – “differentiated instruction”
 Use effective strategies to address “affective filter”
 Maintain connections to home
Create…
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Safe havens in the classroom/setting
Classroom routines to enhance predictability
Small group activities
1:1 Opportunities
Social supports from peers ~ “social skills training”
Collaborative learning opportunities
Tabors, P.O. One Child Two Languages
Making all Input Comprehensible
 High Context… multi-modality with visual
supports…“Sheltered English”
 “Double the message”
 Repetition
 Hear and Now
 Expanding and Extending
 Upping the Ante
Tabors, 1997, One Child Two Languages, Baltimore: MD, Paul
H Brookes Publishers
Consider
 Recognize that participation has an element of risk
for children, especially for children learning English
as a second language
 Understand that a child may be triggered to screen
out input if anxious, under stress, or put on the spot
 Encourages teachers to use peer support and
validate all efforts, reduce communication
demands, check for comprehension, and engage
children in cooperative learning activities
Starting Points: Bringing Language Alive, Educational Productions www.edpro.com
Connections to Home
 “Inside Out… Outside In”
 Inside Out: How do you share information with
families that supports their child’s learning at
home?
 Video: A Story about El Grupo…
 Outside In: How do you engage parents and family
members?
 Video: The Zapatero Family
Moore, S., & Pérez Méndez, C. (2007) Full Circle: Language &
Literacy At Home and At School, www.landlockedfilms.com
Videos
• Supported Learning
• Zapatero’s
Selected Resources
• Gutierrez-Clellan, V.F. & Peña, E. (2001). Dynamic
assessment of diverse children: A tutorial. Language, Speech,
& Hearing Services in Schools, 32(4), 212-224.
• Hanako, Y (2008) The Cognitive Consequences of
Early Bilingualism. Zero to Three. November, 26-30.
• Kohnert, K., & Derr, A., Language Intervention with Bilingual
Children In B. Goldstein (Ed.). Bilingual language
development and disorders in Spanish-English speakers (pp.
315-343). Baltimore: Brookes., 2004.
• Kohnert, K., Yim, D., Nett, K., Kan, P. F., & Duran, L.,
Intervention with Linguistically diverse preschool children: A
focus on developing home language (s).. Language, Speech,
and Hearing Services in Schools, 36, 251-263., 2005.
Resources
• Moore and Pérez-Méndez, (2005) A Story About El Grupo,
Boulder, Co: Landlocked Films @ www. landlockedfilms.org
• Moore and Pérez-Méndez (2006), Working with linguistically
diverse families in early Intervention: Misconceptions and
Missed Opportunities, Seminars in Speech and Language,
27:187-198.
• Moore, S.M., Pérez-Méndez, C. and Boerger, K,(2006)
Meeting the needs of culturally and linguistically diverse
families in early language and literacy intervention in Justice
L., Clinical Approaches to Emergent Literacy Intervention,
San Diego, CA: Plural Publishing Co.
• Moore and Pérez-Méndez (2002) Language and Culture:
Respecting Family Choices, Boulder, Co: Landlocked Films
@ www.landlockedfilms.org
More Resources
• Moore and Pérez-Méndez Beyond Words: Effective use of
Translators, Interpreters and Cultural Mediators, Boulder, CO:
Landlocked Films @ www. landlockedfilms.org
• Moore and Pérez-Méndez (2007) Full Circle: Language and
Literacy at Home and at School, Boulder, Co: Landlocked
Films @ www.landlockedfilms.org
• Moore and Pérez-Méndez (in press): Teaching Dual
Language Learners: Proven Strategies and Instructional
Practices. In C.J.Groak (Series Editor), Volume II., Early
Childhood intervention, Santa Barbara, CA: ABC-CLIO,
Praeger.
• Moore and Pérez-Méndez (in press) Partnerships with
Families from Diverse Cultures, In C.J. Groak (Series Editor),
Volume II., Early Childhood intervention, Santa Barbara, CA:
ABC-CLIO, Praeger.
References & Resources
• Santos, R. M., Cheatham, G., & Ostrosky, M. M. (2006).
Enseñeme: Practical strategies for supporting the social and
emotional development of young English language learners.
Language Learner, 1(3), 5-9, 24.
• Tabors, P.O. (2004) One child two languages, 2nd edition.
Baltimore: Paul H. Brookes Publishing
• Zentella, A.C (Ed.) (2005) Building on Strength: Language
and Literacy in Latino Families and Communities. New York:
Teachers College Press
Human Resources
Susan M. Moore
susan.moore@colorado.edu
University of Colorado at Boulder
Thank you!