Making a Difference Culture & Language Responsive Practices in Early Childhood Education:

Making a DifferenceMaking a Difference

Culture & LanguageCulture & LanguageResponsive Practices in Early Responsive Practices in Early

Childhood Education:Childhood Education:

Susan M. Moore,JD, CCC-SLP, Clinical ProfessorUniversity of Colorado at Boulder

Slide design pictures courtesy of Hilton Early Head Start

Key Questions to Frame Our Key Questions to Frame Our ConversationsConversations

• 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…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 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 What is the Colorado Multi-tiered Model?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 five-year-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 ModelColorado Multi-tiered Model

□How it fits

Rationale for Multi-tiered Framework Rationale for Multi-tiered Framework in ECin 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 research-based interventions to address individual learning

~ Collaborative problem solving process linking assessment to intervention

Focus PointsFocus 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 LevelFoundational 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 QuestionKey Question

How does this apply in our current

context or a changing world ?

Our Changing WorldOur 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 non-English-speaking homes.

Linda M. Espinosa, 2009.

Our Changing WorldOur 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?Who are these children?• Students who immigrated before

kindergarten • U.S.-born children of immigrants (native-

born) – 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 LearnersDual Language Learners

Colorado

Projected GrowthProjected Growth

Colorado

Most Common LanguagesMost Common Languages

ImplicationsImplications

• 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 ShiftParadigm 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 PreventionShift 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 Family Stories (S. Sanchez,1999)(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.

ImplicationsImplications

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

ImplicationsImplications• 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 QuestionKey Question

How do we build relationships with families from cultures different from our own?

Effective Strategies include: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 & SupportEl grupo de familias

Another Key QuestionAnother Key Question

What do families need to become more engaged in their child’s education?

Families Need Information:Families Need Information:

About: Second Language Acquisition and Benefits of Bilingualism

22ndnd Language Acquisition Language Acquisition

and Bilingualismand 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: 2Research Base: 2ndnd Language Language Acquisition and BilingualismAcquisition 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 ResultsResearch 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 & RealitiesMyths & 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 easily- with no special attention to their needs for an optimal learning environment.”

Catherine Snow

ContinuumContinuum

• 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)

HeterogeneityHeterogeneity

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

TypesTypes

Simultaneous BilingualSimultaneous acquisition occurs when a child is

exposed to both languages simultaneously from birth or a very early age

Sequential BilingualSequential acquisition occurs when a child becomes

exposed to and begins to learn L2 after developing his/her L1

Type of AcquisitionType 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 FactorsInternal 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 UsageLanguage Exposure and Usage (Patterson, Zuerer, Pearson, 2004)(Patterson, Zuerer, Pearson, 2004)

Child Variables 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

• Age of exposure• % of usage in L1 and L2• Language use with

siblings, and other family members

• Language of play• General language ability

Stages of Second Language Stages of Second Language AcquisitionAcquisition

• Silent Receptive/ Comprehension

• Early Production

• Speech Emergence

• Intermediate Fluency

• Advanced Fluency

Krashen, S.D.,1986

ChildrenChildren’’s First Exposure to the s First Exposure to the Second Language (Tabors 1997)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 ProcessesTypical Bilingual Processes

• Silent period

• “Language Loss”… can be transitional period/inter-language wherein students may demonstrate semi-lingualism

• Reduced Exposure

• “Codeswitching”… “Code mixing”

• Cross-linguistic Influence …transferSchiff Meyers,1992;Kayser,1993;Roseberry-

McKibbin, 1994; Genesee, Paradis and Crago, 2004

Why Is This Information Important in Why Is This Information Important in Assessment?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 youinterpret this behavior?

Another ExampleAnother 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 CALPBICS and CALPThe The ““iceberg analogyiceberg 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 EnglishAcademic 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 VariablesAdditional Variables

Socio-Cultural Factors:

• Disproportionate representation of minority students in Special Education

• Family Perspectives

• Additive and Subtractive Perspectives

More Than Just OverrepresentationMore Than Just Overrepresentation

Disproportionate Representation

Over-representation Under-representation Misidentification

Artiles, Rueda, Salazar, & Higareda, 2005; Artiles, Trent, & Artiles, Rueda, Salazar, & Higareda, 2005; Artiles, Trent, & Palmer, 2004; Meyer & Patton, 2001Palmer, 2004; Meyer & Patton, 2001; ; Gersten, & Woodward, Gersten, & Woodward, 1994; Artiles & Trent,19941994; Artiles & Trent,1994

AttitudesAttitudes

• 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)

• 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 parent-child attachment, less child directed speech, and decreased family cohesion (Luo & Wisemann, 2000; Sridhar, 1988).

Subtractive Bilingualism and Subtractive Bilingualism and Language LossLanguage Loss

Language Loss… More Than Language Loss… More Than LanguageLanguage

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:Families Need More information:

Especially if Children Have Diverse Abilities or Learning Characteristics

Impact of DisabilityImpact 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:The Danger of Assumptions: ““It is too confusing?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?Disability?

Key QuestionKey Question

What information do families need to share with teachers and care providers?

Understanding FamiliesUnderstanding 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 Life Ways: Understanding CultureCulture

• 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 FamiliesUnderstanding 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 ConsiderationIndividual 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…Learn About…

• Cultural and family values

• Dreams for their child

• Family priorities

• Language use and exposure

Trust - Information - ChoiceTrust - 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?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 Develop ““Skilled DialogueSkilled 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 StatementsHelpful 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.dec-sped.org September 2010

Key QuestionKey Question

How does this apply to multi-tiered framework and assessment practices?

Assessment ~ Tier IAssessment ~ 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 ITier 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 AssessmentClassroom Assessment

• Teacher and team observations of behaviors

• Reference what you know about 2nd language stages and multilingual behaviors ( handout)

DKDK

Dual Language Learning & Social Dual Language Learning & Social DevelopmentDevelopment

• 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.

StrengthsStrengths

• Gross motor and fine motor skills• Attention• Receptive language in Korean and English• Empathetic• Emergent literacy skills

DL Loves BooksDL 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 andsocial interaction with peers

More InformationMore 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 ObservationsOther Observations

• Associates words in books to classroom objects

• Follows directions and routines• Supplementary use of signs

What do you think?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?Other Supports?

Mother expressed concern about DK’s social interactions. Mother hopes for DK to initiate play with peers.

Observations of DLLsObservations 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 SupportBenefits 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 LanguageStrengthening 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

DKDK • 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?Any Questions?

Tier IITier 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 AssessmentDynamic 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 AssessmentsDynamic Assessments (test-teach-retest) (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!

LetLet’’s Learn Some New Wordss 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 InterventionsTargeted Interventions

Key Considerations:

• Targeted concern• Small group or embedded• Rate of learning• Effective strategies• Documentation

Tier IIITier 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 SourcesInformation from Multiple Sources

Language Difference/Disorder ?Language Difference/Disorder ?

Given what you now know about 2nd language acquisition and bilingual processes: How do we differentiate difference from more challenging issues?

CharacteristicsCharacteristics

• 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 LossIndicators 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.)

MaskingMasking

• 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) 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.

ImplicationsImplications

• 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)

ImplicationsImplications

• 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

PredictorsPredictors

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 ClassroomsRange of Language ClassroomsTabors, 1997Tabors, 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 English-speakers to learn a second language are usually K-6 programs)

Bilingual Education?Bilingual Education?

• What are the models that apply to early childhood?

• Jose

Dual LanguageDual 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 English-speaking 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 OnlyEnglish 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 ModelAnother 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: Transitional Bilingual Education in Pre-K: One example of a current research investigationOne 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 ? Research evidence ? ““English-only or English-only or native language supportnative 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)

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?

Reframing the QuestionReframing the Question

What does the research tell us?What does the research tell us?

• Campos, 1995

• Barnett et al, 2007

• Chang et al, 2007

Carpentería Carpentería Preschool StudyPreschool StudySpanish One-Way ImmersionSpanish One-Way Immersion

(Campos, 1995)(Campos, 1995)

• 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 Carpentería Preschool Study Spanish One-Way ImmersionSpanish 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.

FindingsFindings

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 DataLongitudinal 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 Two-Way and Monolingual English Immersion in Preschool EducationImmersion in Preschool Education

An Experimental Comparison (Barnett et al., 2007)National Institute for Early Education ResearchRutgers, 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 Social-Emotional Study (Chang et al, 2007)(Chang et al, 2007)

Frank Porter Graham Child Development InstituteFrank Porter Graham Child Development Institute

• Study examined the social and language development of 345 Spanish-speaking pre-kindergarteners 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 QuestionKey Question

How can English speaking teachers and providers support children learning English as a second language in the early childhood setting?

PremisesPremises

• 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)

ResearchResearch

• 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 ConsiderationsGeneral Considerations

• Start with what the child knows• Start slowly• Scaffold Communication• Provide safe havens to address “affective filter” • Peer interactions

• Expand & extend

Content: Continuity vs. DiscontinuityContent: Continuity vs. Discontinuity

• Phonological Knowledge & Awareness

• Print Knowledge• ABC Knowledge• Word Knowledge• World Knowledge• Narrative Knowledge

• Phonemic Awareness &

• Phonics• Vocabulary• Fluency• Comprehension

StrategiesStrategies

• 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

SuggestionsSuggestions

• 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:Resource: Milagros Santos, Cheatham, and Milagros Santos, Cheatham, and

Ostrosky, (2006)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 StrategiesSpecific 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 StrategiesMore 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…Create…

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 ComprehensibleMaking 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

ConsiderConsider

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 HomeConnections 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

VideosVideos

• Supported Learning

• Zapatero’s

Selected ResourcesSelected 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.

ResourcesResources

• 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 ResourcesMore 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 & ResourcesReferences & 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 ResourcesHuman Resources

Susan M. Moore susan.moore@colorado.edu

University of Colorado at Boulder

Thank you!