dual language learner teacher competencies report: from...

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Dual Language Learner Teacher Competencies Report: From Practice to PolicyReport: From Practice to Policy

Antonia LopezNational Council of La Raza

Ofelia Medina Alliance for a Better Community

Angelica SolisAlliance for a Better Community

Webinar: November 13, 2012 • 9:30 am – 11:00 am

Alliance for a Better CommunityMarlene Zepeda

California State University, Los Angeles

.

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Welcome

Angelica Solis, Executive DirectorExecutive Director

Alliance for a Better Community

Dual Language Learner Teacher Competencies Report: From Practice to PolicyDual Language Learner Teacher Competencies Report: From Practice to Policy

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Agenda

Welcomeo Angelica Solis,

Alliance for a Better CommunityDual Language Learner Teacher Competencies (DLLTC) Project

o Marlene Zepeda,California State University, Los AngelesCalifornia State University, Los Angeles

o Antonia Lopez,National Council of La Raza

What does it take?o Ofelia Medina,

Alliance for a Better CommunityQ & A d Cl i R kQ & A and Closing Remarks

o Angelica Solis,Alliance for a Better Community


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Dual Language Learners Teacher Competencies

(DDLTC) Project P

Subhead.

Purpose

• Convene national experts

• Develop a report (competencies and policy brief) to address competencies that ECE educators needp

• Call attention to specific unaddressed needs of dual language learners

Dual Language Learner Teacher Competencies Report: From Practice to Policy

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DLLTC Advisors• Cecelia Alvarado, Community College of the District of Columbia• David Atencio, University of New Mexico, y• Maria Barrientos, Tejano Center for Community Concerns• Judy Cashell, Crystal Stairs• Dina Castro, University of North Carolina at Chapel Hill• Zulmara Cline, California State University, Office of the Chancellor• Renatta Cooper, Pasadena Unified School District• Sally Durbin, Teaching At The Beginning, Inc.• Vera Gutierrez‐Clellen, San Diego State University• Whit Hayslip, Early Childhood Education Consultant• Jeanette Mancilla‐Martinez, University of California, Irvine• Marilyn McGrath, Santa Monica College• Simona Montanari, California State University, Los Angeles• Janet Oh, California State University, Northridge

L i Ol S b t E l A d i Lit P


• Laurie Olsen, Sobrato Early Academic Literacy Program• Judy Sanchez, Los Angeles County Office of Education• Michelle Soltero, WestEd, Partners for Quality• Jenny Yen Shu‐Chen, California State University, Fullerton

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DLLTC Consultants

Marlene Zepeda,Professor Emeritus,

Department of Child and Family Studies California State University, Los Angeles

Antonia Lopez,


Antonia Lopez,Director, Early Care and EducationNational Council of La Raza

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Dual Language Learners (DLLs) are “children learning two (or more) languages at the same time as

Who are Dual Language Learners?

Dual Language Learners (DLLs) are children learning two (or more) languages at the same time, as well as those learning a second language while continuing to develop their first (or home)

language”

Office of Head Start, 2008 http://www.ncela.gwu.edu/resabout/ecell/earlyyears.pdf

Top 5 Languages Spoken in School (other than English)Top 5 Languages Spoken in School (other than English)2009‐2010

California LAUSD

1. Spanish 2. Vietnamese 3 Filipino (Pilipino or Tagalog)

1. Spanish 2. Armenian 3 Korean3. Filipino (Pilipino or Tagalog)

4. Cantonese 5. Hmong

3. Korean 4. Filipino (Pilipino or Tagalog) 5. Somali


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Exhibit 10. Percentage of Kindergarteners in California Classified as English

Percentage of DLLs Entering Kindergarten*

English

g g gLearners, 2009‐10

English Proficient,

64%

English Learners,

36%

* American Institutes for Research (2012)


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Dual Language Learners

Total Kindergarten Student and ELL Enrollment

California Department of Education, 2011


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Who is the ECE Workforce in California?

2004 data from CSCCE at UC Berkeley indicates that there are nearly 130,000 individuals with varying levels of formal and informal preparation and training.

However much of that preparation does not include a focus on Dual Language Learners.


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DLLTC Conceptual Model

TeacherCompetencies

Dispositions

Core Principles


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Children have the right to receive a high quality,

DLLTC Core Principles

Children have the right to receive a high quality, linguistically and culturally competent education.


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Knowing more than one language benefits an individual’s


Knowing more than one language benefits an individual s cognitive, social, and emotional development.


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The development of the first language is critical in the


The development of the first language is critical in the development of the second language.


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The socioemotional development of young children is


The socioemotional development of young children is central for language learning.


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Family engagement and involvement contribute to


Family engagement and involvement contribute to positive child outcomes, positive home interactions, and

increased student success.


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Effective teaching for Dual Language Learners is founded


on a strength‐based approach to learning. The learner is perceived as possessing assets that positively contribute

to his or her development.


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Reflective practice is a central component of teacher


Reflective practice is a central component of teacher preparation and ongoing development.


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TeacherCompetencies

Dispositions

Core Principles


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• Establish an ongoing commitment to building one’s competency and

DLLTC Dispositions

knowledge level.

• Maintain a commitment toward developing cultural responsiveness in the teaching of children from diverse linguistic and cultural backgrounds.

• Develop and sustain a consciousness of the broader social realities pconfronting DLL populations and maintain a commitment to care for, support, and nurture young learners and their families in their natural linguistic and cultural realities.

• Develop and sustain a high tolerance for ambiguity while balancing competing priorities.competing priorities.

• Advocate for what is in the best interest of the DLL children and families.


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Valuing the personal characteristics of teachers


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TeacherCompetencies

Dispositions

Core Principles


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DLLTC Format & Matrix: Language and Literacy MONOLINGUAL BILINGUAL BILITERATE Monocultural Bicultural Monocultural Bicultural Monocultural Bicultural

Skills:

Skills:

Skills:

Skills:

Skills:

Skills:

BEG

INN

ING

Skills:

Skills:

Skills:

Skills:

Skills:

Skills:

Indicators:

Indicators:

Indicators:

Indicators:

.

Indicators:

Indicators:

Language Ability Cultural Competency Teacher Experience

g g y

• Monolingual

• Bilingual

• Biliterate

p y

• Monocultural

• Bicultural

p

• Beginning

• Developing

• Advanced


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DLLTC: Cumulative Features


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Original Five Domains

• Language

• Literacy

• Socio‐emotional

• Family Engagement• Family Engagement

• Assessment


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Components

DLLTC Domain: Language and Literacy

A. Demonstrates knowledge of milestones and processes of first language development and second language acquisition including how culture relates to communication.

B. Demonstrates knowledge of literacy development in children’s first language and English and how culture influences literacy development.

C. Demonstrates knowledge of the cognitive and social benefits of bilingualism andC. Demonstrates knowledge of the cognitive and social benefits of bilingualism and biculturalism.


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Component A:Demonstrates knowledge of milestones and processes of first language

Language and Literacy

g p g gdevelopment and second language acquisition including how culture relates to communication.


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Component B:Demonstrates knowledge of literacy development in children’s first


g y planguage and English and how culture influences literacy development.


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Component C:Demonstrates knowledge of the cognitive and social benefits of bilingualism


g g gand biculturalism.


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Why competencies for Socioemotional Development?

“Language plays an important role in children’s social development. Yet many early childhood programs are moving towards a system that may isolate the English language learner, leaving them at risk for social and language problems.”


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Components

A Demonstrates knowledge of how socioemotional development is

DLLTC Domain: Socioemotional

A. Demonstrates knowledge of how socioemotional development is influenced by the interrelationship of a child’s first language and culture.

B. Demonstrates knowledge of the importance of the teacher‐child relationship in promoting positive socioemotional climate for DLLs.

C. Demonstrates knowledge of the importance of socioemotional development and its relationship to the stages of second language acquisition.

D. Demonstrates knowledge of strategies that promote equitable social interactions related to language and cultural differences.

E. Demonstrates knowledge of the importance of teacher/parent relationships for the positive socioemotional development of DLLS.


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Component A:

Demonstrates knowledge of how socioemotional development is

Socioemotional

Demonstrates knowledge of how socioemotional development is influenced by the interrelationship of a child’s first language and culture.


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Component B:

Demonstrates knowledge of the importance of the teacher‐child relationship

Socioemotional

Demonstrates knowledge of the importance of the teacher child relationship in promoting positive socioemotional climate for DLLs.


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Component C:

Demonstrates knowledge of the importance of socioemotional development

Socioemotional

Demonstrates knowledge of the importance of socioemotional development and its relationship to the stages of second language acquisition.


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Component D:

Demonstrates knowledge of strategies that promote equitable social

Socioemotional

Demonstrates knowledge of strategies that promote equitable social interactions related to language and cultural differences.


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Component E:

Demonstrates knowledge of the importance of teacher/parent

Socioemotional

Demonstrates knowledge of the importance of teacher/parent relationships for the positive socioemotional development of DLLS.


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• Need screen shots of an actual SE competency

An Example: Language & Literacy, Component ADemonstrates knowledge of milestones and processes of first language development (e.g., receptive period, first words, two word phrases, productive speech, etc.) and second language acquisition (e.g., quiet period, telegraphic speech) including how culture relates to communicationcommunication

MONOLINGUAL BILINGUAL BILITERATE Monocultural Bicultural Monocultural Bicultural Monocultural Bicultural

Skills Applies understanding of language

milestones and processes in the first language and English.

Applies understanding of the stages of second language acquisition to curriculum and assessment. In interactions with children and families, shows a strong understanding of how culture influences communication.



Applies understanding of the stages of second language acquisition and how they interact with the development of English through a planned curriculum and assessment of the children’s development.

Demonstrates expertise in the use of a broad array of teaching strategies to




Demonstrates expertise in the use




Demonstrates expertise in the use of a broad array of teaching strategies to




Demonstrates expertise in the use of a broad array of teaching


milestones and processes in the first language English.

Applies understanding of the stages of second language acquisition and how they interact with the development of English through a planned curriculum and assessment of children’s development.

Demonstrates expertise in the use

AD

VAN

CED

broad array of teaching strategies to enhance the learning of DLL children.

In interactions with children and families, shows a strong understanding of how culture influences communication.

Demonstrates expertise in the use of a broad array of teaching strategies to enhance the learning of DLL children.

Uses both languages while interacting with children and families

Shows a strong understanding of how culture influences communication.

broad array of teaching strategies to enhance the learning of DLL children.

Uses both languages while interacting with children and families


of a broad array of teaching strategies to enhance the learning of DLL children.

Uses both languages while interacting with children. Is able to read and utilize educational material in the first language.


Demonstrates expertise in the use of a broad array of teaching strategies to enhance the learning of DLL children.

Uses both languages while interacting with children. Is able to read and utilize educational material in the first language.


Indicators Demonstrates expertise in the use of

a broad array of teaching strategies (e.g., uses props and visuals, completes phrases and refrain)

Indicators Working in collaboration with bilingual

staff, provides DLL children frequent opportunities to use language purposefully

Indicators Matches teaching strategies to

stages development in first language and English (e.g., uses picture walk to preview key

Indicators Develops an activity that highlights the

similarities in words in the first language and English that have similar meanings (e g adore/adorar boat/bote)

Indicators Uses the Internet or other sources

to gather first language development resources to create educational activities for children

Indicators Creates puzzles with pieces that

reflect cultural images with specific cultural references and discusses them in the first


completes phrases and refrain). Utilizes appropriate teaching

strategies that promote language development for individual DLL children, including focused small group and scaffolds learning.

Uses tools and strategies to establish the stage of second language development in individual DLL children in order to plan for activities

purposefully. Plans activities where children

experience how culture affects behavior and customs (e.g., dramatic book reading using different eye contact, voice tone, and physical proximity when talking to each other.

picture walk to preview key vocabulary words that will be used in subsequent book reading).

Develops and expands vocabulary and concepts in the child’s first language by using music with lyrics or games with refrains.

(e.g., adore/adorar, boat/bote). Is able to explain to parents and staff the

stages of English language acquisition as children are experiencing them in everyday life (e.g., child uses ‘gimme’ and explains that this is example of telegraphic speech and what this means).

Creates a safe environment where parents can discuss mainstream communication strategies (e.g., parental concern about the child and how to approach the Director).

educational activities for children and parents.

Is able to assess the child’s progress in language development using appropriate assessment tools (e.g., Desired Results Developmental Profile).

Plays “I spy” within the classroom and outdoors and writes the words the child uses in the first language and English

discusses them in the first language and English.

Is able to provide guidance to other staff about the cultural and linguistic appropriateness of curricular approaches for DLL children.

Mentors beginning and developing teachers about best practices for DLLs.

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• Need screen shots of an actual SE competency

An Example: Socioemotional, Component C

Monolingual Monocultural

Bilingual Monocultural

Bilingual Bicultural

Demonstrates knowledge of the importance of socioemotional development and its relationship to the stages of second language acquisition.

Skills: Provides a safe language environment and demonstrates attention and concern for a child who is learning English as a second language.

Skills: Provides a safe language environment and demonstrates attention and concern for DLL children and uses the children’s first language to assist their learning of English.

Skills: Demonstrates attention and concern for DLL children by using their understanding of how culture influences language behavior and how these behaviors are seen in each stage of English learning.

Indicators: During the home language stage, engages adults

who speak the child’s first language to help them d t d th hild’ f li

Indicators: During the quiet stage, uses the child’s first

language to direct the child’s attention to E li h ( l ifi d t l t

Indicators: During the quiet stage, is aware that the child’s

culture may make the child reticent to speak i th fi t l

BEG

INN

ING

understand the child’s feelings. Provides opportunities to use the child’s first

language (e.g., partners children with same language peers).

Uses affective body language that is culturally appropriate (e.g., smiling, touching if allowed, proximity, holding, voice intonation, eye-contact).

Supports the child in quiet stage through use of non-verbal and verbal strategies to encourage efforts to communicate (e.g., pointing, observing child for cues, attentive listening, smiling, gentle, clear repetition of words/phrases).

English (e.g., clarifies and translates information).

During the first language stage, uses the children’s first language to help them express feelings (e.g., isolation, frustration, etc.), and to check for comprehension.

During the telegrahic stage, uses the first language to encourage the child’s efforts to communicate through phrases (e.g., se puede decir, Tôi cũng, “me too”.)

During the productive stage, responds in the first language and praises the child’s efforts

even in the first language. Intentionally includes the child in activities (e.g.,

keeps child nearby, points out interesting materials, explains what is going on).

During all stages of second language acquisition, encourages the child to use their first language in all learning activities

Demonstrates awareness of how culture influences children’s bids for attention through the combination of telegraphic speech and physical proximity.(e.g., “can I, or “please” and “standing close to the teacher”).


clear repetition of words/phrases). Supports the telegraphic stage by providing words

and phrases that have immediate practical use (e.g., would you, give me, you too, let’s go, me too, I want to, etc.).

As appropriate, provides opportunities for conversation such as using food and artifacts that are familiar and providing children with active roles in the classroom (e.g., helpers).

first language and praises the child s efforts when the child says something in English (e.g., "yoku dekita ne (よくできたね)" , muy bien, “good job, well done”.)

standing close to the teacher ). During the early productive stage, helps DLL

children to produce simple sentences and increase their vocabulary to help them have conversations with their peers in English (e.g., “do you wanna play with me?,” “this is for you”).

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TeacherCompetencies

Dispositions

Core Principles


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Policy Recommendations

Ofelia Medina, Early Care and Education Policy DirectorEarly Care and Education Policy Director

Alliance for a Better Community

Presentation Title, DateDual Language Learner Teacher Competencies Report: From Practice to Policy

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What would it take?

Local Advocates State Advocates

Teacher Competencies

Dispositions

Core Principles

Dispositions


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• Strengthen the current ECE workforce by prioritizing efforts to increase the b f t h h i t i i i d t di d l l

What it would take at the STATE level:

number of teachers who receive training in understanding dual language acquisition and the socioemotional development of DLLs.

• Include indicators in quality rating improvement scales and systems that highlight program’s abilities to address the linguistic and socioemotional development of dual language learners (i.e. Race to the Top Early Learning Fund).

• Streamline and centralize a data collection system that analyzes the current workforce including variables such as educational status, job title, compensation, bilingual ability, and specified coursework and/or training focused on DLLs.

• Supplement efforts in integrating teacher competencies with higher education coursework to include the DLLTCs Increase investments in efforts to test andcoursework to include the DLLTCs. Increase investments in efforts to test and evaluate cultural and linguistic appropriateness of measures focused on teacher effectiveness.


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• Integrate the DLLTC in existing and proposed professional development efforts i l di hi d t i t h b ti t d

What it would take at the LOCAL level:

including coaching and mentoring, teacher observation, assessment and evaluation such as Los Angeles County’s Steps to Excellence Program (STEP) and LAUP’s 5 Star Quality Assessment and Improvement System.

• Identify and expand opportunities for evidence‐based culturally and linguistically relevant professional development (credit and non‐credit) offered by groups such as First 5 LA, Los Angeles Universal Preschool, local resource and referral agencies, and the California Preschool Instructional Network (CPIN).

• Support and provide economic incentives to recruit and retain bilingual early educators and administrators.

• Increase the number of early education centers that develop site specific strategies and practices that support the professional development of teachersstrategies and practices that support the professional development of teachers and the linguistic and socioemotional development of DLLs.


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ClosingQuestion & Answer


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For more information and/or a copy of theDual Language Learner Teacher Competencies

contact

Ofelia MedinaAlliance for a Better Community

213 250 0052 ext 212213 250 0052 ext [email protected]

The DLLTC report is a collaborative effort of the Alliance for a Better Community, National Council of La Raza, First 5 LA, and the committed educators and child advocates that comprise the National DLLTC Advisory Committee.

dual language learner teacher competencies report: from...

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