programming for english language learners: organizing & presenting bilingual programs for...

Programming for English Language Learners:

Organizing & Presenting BilingualPrograms For Children…

Even if You Do Not Speak Spanish

Idaho Commission for LibrariesOctober 2012

Dr. Betsy Diamant-Cohen

©Betsy Diamant-Cohen, 2012

According to the US Citizenship and Immigration Services, “Public libraries in the United States have a long history of helping immigrants integrate into their communities and better understand life in their new country.”

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Challenges

• Unfamiliar with public library concept

• Embarrassed or don’t speak English

• May not be literate

• Lack of transportation

• Wary about giving out address and personal information

• Many different dialects of Spanish

• May have different parenting techniques

Role-play

Goals

• Bring non-English speakers into the library– Alert them to available resources– Create community– Provide a comfortable environment

• Help children develop school readiness skills and parents become aware of the important role they can play

• Expand English language horizons

• Increase use of library services and materials

What IS School Readiness?

What do kindergarten teachers think?

o Verbally communicates thoughts (84%)

o Enthusiastic and curious (76%)o Can follow directions (60%)o Is not disruptive in class (60%)o Is sensitive to other’s feelings (58%)o Takes turns and shares (56%)o Pays attention (42%)o Identifies primary colors and basic

shapes (24%)o Uses pencils and paint brushes (21%)o Knows letters of the alphabet (10%)o Can count to 20 or more (7%)        The National Center for Educational Statistics KTSSR 1993

Domains of School Readiness

1. Health and physical well-being

2.Social and emotional well-being

3.General knowledge

4.Approaches to learning

5.Language development

In other words, The WHOLE CHILD

• Fine motor sills

• Gross motor skills

• Expressing self through movement

Physical Well-Being and Motor Development

Physical problems identified and treated

Social & Emotional Development

• Self-confidence• Self regulation• Most important skill is being able to relate

needs, wants, and feelings to others• Sensitive to others• Manages transitions• Seeks adult help when needed• Can work as part of a group

Social and Emotional Development

Influenced largely by positive relationships between children & caregivers

• Recognizing shapes

• Knowing colors and sizes

• Familiarity with everyday things

• Names of objects

• People’s roles

• The Arts

• STEM

Cognition and General Knowledge

• Enthusiastic

• Good sense of the “teacher”

• Able to ask questions

• Wants to find out about things

• Can work independently or as part of a group

• Can follow directions

Approach to Learning

Language Development

• Knows how to listen• Things have names• Print awareness• Letters make up words • Words are composed of sounds• Scribbling as the first step to writing• Familiarity and good feelings about books• Listens and asks questions

Why Is School Readiness Important?

Relationship with literacy & life experience

Likelihood of holding a job

Average weekly earnings

More successful long-term relationships

Lower incarceration rates

Direct economic benefit to society

HighScope Perry Preschool Project

Idaho’s 2011 Scores in Fourth Grade Reading

31% 36% 26% 6%

Below Basic Basic Proficient Advanced

http://idahokidscount.org/downloads/library/downloads/primary_research/ReadingMattersReport_2011.pdf

Mother Goose on the Loose• An age-appropriate early literacy program incorporating

brain research & focusing on the WHOLE child • For children from birth to three with a parent or caregiver• Takes place on a weekly basis• Has a structure of 10 different sections• Includes songs by Barbara Cass-Beggs• 80% repetition from week to week• Easy to plan, easy to present• Incorporates developmental tips for adults• Uses rhymes, songs, puppets, flannel board, musical

instruments, books and props• Models positive reinforcement for completed tasks• Builds community

• Each program includes– Songs and rhymes in Spanish and English– Participatory activities & use of props– Training portion (developmental tips) for adults– Positive reinforcement given for completed tasks– Activities that strengthen school readiness skills– Introduction of library resources

• Followed by 30 minutes of free play with educationally appropriate toys & refreshments– Librarians model play with children– Librarians speak informally with parents– Parents talk to each other, make friends– Children play together

Mama Gansa si la alcanza

Mama Gansa si la alcanzaThe Ten Sections Explained

1. Welcoming comments2. Rhymes, reads, & book illustration3. Body: Head, arms, belly, legs4. Rum pum pum 5. Stand-up activities6. Animals (books and puppets)7. Musical instruments or scarves8. Lullaby9. Interactive rhymes (candlestick, Humpty)10. Closing songs

La araña pequeñita / grandatota

La araña pequeñita subió subió subió.

Vino la lluvia y se la llevó.

Salió el sol y todo lo secó.

Y la araña pequeñita subió subió subió.

La araña grandotota subió subió subió.

Vino la lluvia y se la llevó.

Salió el sol y todo lo secó.

La araña grandotota subió subió subió.

Chocolate

Bate, bate, chocolate, / Stir it, stir it, stir the chocolate

Tu nariz de cacahuate. / You have a peanut nose.

Uno, dos, tres, CHO! / One, two, three, CHO!

Uno, dos, tres, CO! / One, two, three, CO!

Uno, dos, tres, LA! / One, two, three, LA!

Uno, dos, tres, TE! / One, two, three, TE!

Chocolate, chocolate! / Chocolate, chocolate!

Bate, bate, chocolate! / Stir it, stir, chocolate

Bate, bate, bate, bate, /Stir it, stir it, stir it, stir it,

Bate, bate, /Stir it, stir it, stir the

CHOCOLATE! / CHOCOLATE!

El Reloj / Grandfather’s Clock

El reloj de abuelo suena tic-toc, tic-toc. / Grandfather’s clock goes …

El reloj de mamá suena tic-toc tic-toc, tic-toc tic-toc. / Mother’s kitchen clock goes …

El relojito del niñito suena tic-toc tic-toc tic-toc tic-toc, tic-toc tic-toc, tic-toc tic-toc. / Baby’s little clock goes …..

PARE / STOP

Hands-on Demonstration

La araña pequeñita / grandatota

La araña pequeñita subió subió subió.

Vino la lluvia y se la llevó.

Salió el so y todo lo secó.

Y la araña pequeñita subió subió subió.

La araña grandotota subió subió subió.

Vino la lluvia y se la llevó.

Salió el so y todo lo secó.

La araña grandotota subió subió subió.

Rum pum peta /Rum pum pum

Rum pum peta.Eschucha mi pandereta.Rum pum peta. Escucha mi pandereta.Mi nombre es ____. ¿Y tu?

Rum pum pum.

This is my drum..

Rum pum pum.

This is my drum..

My name is ____.

What’s your name?

Chocolate

Bate, bate, chocolate, / Stir it, stir it, stir the chocolate

Tu nariz de cacahuate. / You have a peanut nose.

Uno, dos, tres, CHO! / One, two, three, CHO!

Uno, dos, tres, CO! / One, two, three, CO!

Uno, dos, tres, LA! / One, two, three, LA!

Uno, dos, tres, TE! / One, two, three, TE!

Chocolate, chocolate! / Chocolate, chocolate!

Bate, bate, chocolate! / Stir it, stir, chocolate

Bate, bate, bate, bate, /Stir it, stir it, stir it, stir it,

Bate, bate, /Stir it, stir it, stir the

CHOCOLATE! / CHOCOLATE!

El Reloj / Grandfather’s Clock

El reloj de abuelo suena tic-toc, tic-toc. / Grandfather’s clock goes …

El reloj de mamá suena tic-toc tic-toc, tic-toc tic-toc. / Mother’s kitchen clock goes …

El relojito del niñito suena tic-toc tic-toc tic-toc tic-toc, tic-toc tic-toc, tic-toc tic-toc. / Baby’s little clock goes …..

PARE / STOP

Questions?

Take a Break!

Connect the Dots Game

1. Welcoming comments2. Rhymes, reads, & book illustration3. Body: Head, arms, belly, legs4. Rum pum pum 5. Stand-up activities6. Animals (books and puppets)7. Musical instruments or scarves8. Lullaby9. Interactive rhymes (candlestick, Humpty)10. Closing songs

Find a Partner• Look for someone who can speak the

language you are targeting– Call community organizations, visit sites, ask

library visitors– Partner should already have connections

within the immigrant community

• Share concerns– Children from non-English-speaking homes

enter kindergarten less prepared than their English-speaking counterparts.

– It is difficult to get Latinos into the libraries!

• Clearly define roles

Find Your Shared Goals

We want…– to bring Spanish speakers into the library, to

help them feel welcome & return frequently with their families.

– to give each child the same chance of school success by offering programs that develop and strengthen school readiness skills

– to help parents & caregivers learn about the important role they play in their child’s development,

– to encourage use of our services and materials

Get Ready with Your Partner

• Convey your idea of a high-quality program

• Proving training on the program in English

• Decide which songs and rhymes should be translated

• Write up plans and review them carefully

• Have rehearsals with other staff watching

• Make sure all pieces are in place

Share Tasks and Give Support

• Help with set-up and clean-up

• Supply props and books

• Be a mentor

• Contribute some parts to each program

• Sing or recite as much as you can

• After each program, give positive support

• Discuss problem situations

Bring in an Audience

• Parents

• Licensed child care providers

• Informal child care providers

• Children birth-3

Make the library a welcoming place• Be friendly!!!!• Learn and use welcoming words in Spanish

– Encourage other library staff to do the same

• Introduce library staff – (especially security guards)

• Put Spanish language books in a prominent place

• Have translated versions of library forms and directional signs in Spanish

• Find out which librarians speak Spanish well– Ask if they are willing to be the liaison– Direct Spanish speakers to that person if needed.

During the program

• Be welcoming and friendly

• Use at least one Spanish word, i.e. “Ola!”

• Lead a few rhymes in English

• Recite non-English rhymes as well as Spanish rhymes

• Ask participants to share their favorite rhymes and songs with you.

• Add more developmental tips

• Introduce library staff

Specific Tips for Spanish Adaptations

• Welcoming Comments are a must:– “Children will be children”

– In many cultures, parents think children should be able to sit still

– Turn off cell phones

– Please stay afterward for playtime / library tour/ refreshments

Reading Books Aloud

• Limit bilingual books or use them carefully– Only read them in one language…OR– Read just a few pages in both languages

• English language books– Don’t read books with nonsense words– Try to read books with high content words– Try to read books with a clear story line– Try to read books with a common topic

More Tips

• Rum Pum Pum Drum Sequence– Take the lead from parents on syllables

• Animal Sounds– Remember that animals have different sounds

in different languages

• Recorded Music– Use a variety of music from different Spanish-

speaking countries

Directly After the Program• Hold an informal playtime with children (using

educational toys)• Administer surveys, if possible• Converse as best as you can with adults and

children• Invite everyone to help clear up the toys• Invite participants to stay for a nutritious

snack• Sit with families during the snack, and join

conversations when possible• Give library tours

Help Participants Become Part of the Library Community

• During library tours after each program, use “scenarios” to show how to check out books

• Sign up families for library cards & events• Model asking reference questions• Explain about branches • Encourage requests for library materials• Stress that the library is FREE and open any

day of the week, even when there are not programs

Provide Food, if Possible

• Across cultures, food brings people together

• An incentive that brings people into the library for the first time

• Provides sustenance for families from low-income homes without enough food

• Introduces healthy nutritious snacks

Provide Transportation

• Transportation is important and hard for many immigrants

• Use a company that reinforces the concepts you promote by valuing adult/child relationships and supplying drivers with friendly manners

• Check safety records! Take safety into account!

Use Surveys and Observations to Provide Feedback

• Community building

• Children and public space

• Change in adult practices

• Sense of “ownership” of the library

• Questions and concerns

• English songs

Survey Results of One Program

Before After

18% had been in a library 91% are regular library users 

9% had library cards 91% had library cards and checked out materials

0% knew how to find material

100% knew how to find material

0% knew how to use the computer

45% knew how to use the computer

9% never read to child, 18% read monthly, 27% read weekly, 45% read daily

9% read monthly to child, 91% read daily

Ways to Measure -Observations and Feedback• Has attending the program enhanced

the relationship between parent and child?

• Observe differences in:– Child’s ability to follow directions– Child’s behavior in a public place– Parent’s comfort level speaking some

English– Family asking questions of the librarian

Resources

• Professional Books

• CDs

• Children’s Books – Pura Belpré Award

• Website for El día de los ninos/ El día de los libros

A Few Personal Stories

• Señor Elefante

• Parent pairs

• People became a community

• Asking for English learning materials

• Baby Shower

• Thanksgiving

Questions?

More Resources

All resources mentioned in this PowerPoint are listed in your programming packet.

Adiós