Looks at best practices in supporting dual language learners and how to prepare early educators to successfully support all children in diverse linguistic and cultural settings.
Click to listen to this session: Research_Meeting_the_Needs_of_Dual_Language_Learners.mp3
Presenters
Karen Nemeth, Language Castle, LLC Karen@languagecastle.com
Kyle Snow, NAEYC
Marlene Zepeda, mailto:mzepeda@calstatela.edu
Karen
1. Who are DLLs?
a. Any child who speaks or is learning a language other than English at home
b. 25% of children under age 6
c. the fastest growing segment of population
d. about 25% live in families with no adults who are fluent in English
e. DLLs may speak English well, or not at all
f. May be born in U.S. or other country
g. OHS Definition of DLL
h. Acquire 2+ more languages
i. Simultaneously as well as learn a second language while continuing to develop their first language the term Ódual language learnersÓ encompasses other terms LEP, bilingual, ELL, English learns, LOTE
j. ChildrenŐs poverty rate: children in immigrant families and with U.S.-born parents 2010 30% immigrant families 16% U.S.-born
2. ECE teachers: How are WE preparing early childhood teachers to work successfully with DLLs?
a. KN: Every early childhood teacher is likely to work with at least some children who are DLLs in their career.
3. Problems we face
a. Increased diversity
b. Multiple languages in same classroom
c. Multiple cultural bg
d. Changing mixes of languages
e. State and local regulations that conflict
f. Most state have to provide ed suitable for preschoolers
4. First and second language learning
a. DLLs have 2 separate language systems from time exposure to the languages
b. BrainŐs ability to catalog speech sounds from 2 lang
c. BrainŐs preparedness to learn in more than one lang exists form birth
d. Understanding how infants develop first langue helps teacher understand how to support a second language
5. Critical periods for language learning
a. Perfect at birth. Decline at 7, falls off after puberty, zero at 39.
b. TED: Linguistic Genius of Babies. Patricia Kuhl. Babies in Seattle v Japan. At 6 months equivalent; 2 months later, Amer babies distinguish Ra-la, Jap decrease ability to distinguish. Babies take statistics on what they hear.
i. English has a lot of rŐs and lŐs
ii. Japanese has a lot of intermediate sounds
iii. American babies learned from a Mandarin teacher at 6-8 months. Were as good as babies at 10.5 months in Taipei. Control, English only (no learning, no recognition of Mandarin sounds).
iv. TV set (no learning)
v. Audio with teddy bear (no learning)
vi. MEG
magnetoencephalography
6. First language
a. Social and communication function, relationship between adult and child makes the difference in home language and English.
b. The whole first year spent learning everything BUT how to say words! Crying – cooing – babbling – first word – combines 2 words
7. Second Language acquisition
a. Home language only
b. Silent period
c. Formulaic - telegraphic
d. Early productive – informal fluency
e. Advanced fluency – academic language
f. Researchers show this takes 5-7 years
8. Research to practice
a. Use of home language in addition to English is the most important
b. Lugo-Neris Jackson, and Goldstein: Language, Speech, and Hearing Services
c. Vocabulary: TeacherŐs frequent use of sophisticated voc use affects reading ability. How can we use soph voc w/ DLLs?
d. Coursework about DLL is necessary
e. Universal PreK must be Preschool for all, not just the easiest.
MarlenaŐs agenda:
á Professional development activities in CA
á DLL teacher competencies project (DLLTC)
1. Top 5 languages spoken in school other than English 2009-10
a. CA
i. Spanish
ii. Vietnamese
iii. Tagalog
iv. Cantonese
v. Hmong
b. LAUSD
i. Spanish
ii. Armenian
2. DLLs entering Kdgn in CA: English learners 36%. English proficient 64%
3. CAŐs Early Learning and Development System
a. Program guidelines and resources
b. Learning and evd Foundation
c. Curriculum Framework
d. Prof development
e. Desired Results Assessment System
f. Early Childhood Educator Competencies has 12 , incl DLLs and Culture
g. www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf
h. www.wested.org/facultyinitiative
4. CA Best Practices for Young DLL Project: research papers
a. Relationship between DL development and development of cognition, math, socio-emotional development, related domains
b. Neuroscience research: how experience with one or multiple lang affects dev brain
c. Program models
d. Family engagement
e. Assessment of young DLLs in preschool
f. É
5. Dual Language Learner Teacher Competency Report
a. Focusing on very specific teacher behaviors by bg characteristics and levels of experience.
b. Domains: language and literacy and socio-emotional development
6. Path to second language learning
a. Simultaneous
b. Sequential or successive
c. Receptive bilinguals (understand but donŐt speak)
7. Stages of L2 dev
a. Attempts to use home language to communicate w teachers & peers
b. Observational and listening period
c. Telegraphic and formulaic communication
d. Fluid/productive language stage
8. VIDEO (unpublished): Soyul and her teacher Yvettte,16 min. Demonstrates Soyul in four stages of L2 development over a period of 14 months at UCLA Early care center.
9. Dual Language Learners Teacher Competencies
a. Convene national experts
b. Develop a report (Competencies and policy brief) to address Competencies that ECE
c. Marlene Z, Antonia Lopez, David Atencio
d. DLLTC advisors, lots many CA
10. DLLTC conceptual model: Base: Core principles + Dispositions (values, attitudes, beliefs) + Teacher Competencies
11. Core principles
a. Children have the right to receive quality ed
b. Knowing more than one language benefits an individualŐs cognitive, social, emotional development. More tolerant, understand, greater circles of communicative.
c. L1 development is critical in L2 development. Not only ŇhonorÓ home language: how to use the L1 to foster L2
d. Socio-emotional development of young children is central for language learning.
e. Family engagement and involvement contribute to positive child outcomes, positive home interactions, and increased student success. Research: parental involvement = better school performance.
f. Effective teaching for DLLs is founded on a strength-based approach to earning (not deficit). The learner is perceived as possessing assets that positively contribute to his or her development.
g. Reflective practice is a central component of teacher preparation and ongoing development.
12. DLLTC Dispositions
a. Establish ongoing commitment to building oneŐs competency and knowledge level
b. Maintain a commitment toward developing cultural responsiveness in the teaching of children from diverse linguistic backgrounds
c. Develop and sustain a consciousness of the broader social realities confronting DLL populations and maintain a commitment to care for, support, nurture young learners and families in natural linguistic and cultural realities.
d. Develop and sustain a high tolerance for ambiguity while balancing competing priorities.
e. Advocate for what is in the best interest of DLL children and families.
f. DLLTC Forma & Matrix: Language and Literacy
i. Lngauge ability
1. Monolingual
2. Bilingual
3. Bilterate
ii. Culture
1. Monocultural
2. bicultural
iii. Teaching experience
1. New
2. Experienced
g. Started with five domains, decided on two
i. Language and literacy: 3 components
ii. Socio-emotional: 5 components