English Language English Language DevelopmentDevelopment

Summary of comments from the ELD PanelSummary of comments from the ELD PanelLinda Espinosa, Ph.D.Linda Espinosa, Ph.D.Dina C. Castro, Ph.D.Dina C. Castro, Ph.D.

Judith K. Bernhard, Ph.D.Judith K. Bernhard, Ph.D.California Preschool Instructional NetworkCalifornia Preschool Instructional Network

March 28, 2007March 28, 2007Costa Mesa, CaliforniaCosta Mesa, California

What Does the Research What Does the Research Say About Language Say About Language

and Literacy for Young and Literacy for Young Dual Language Dual Language

Learners?Learners?

By Linda M. Espinosa, Ph.D.By Linda M. Espinosa, Ph.D.University of Missouri-ColumbiaUniversity of Missouri-Columbia

espinosal@missouri.eduespinosal@missouri.eduCPIN Research Panel, March 28, 2007CPIN Research Panel, March 28, 2007

• At birthAt birth: ALL infants have the innate capacity to learn : ALL infants have the innate capacity to learn more than 1 language:more than 1 language:

“…what we see in the crib is the greatest mind that has “…what we see in the crib is the greatest mind that has ever existed, the most powerful learning machine in the ever existed, the most powerful learning machine in the universe. …The crumpled ears take a buzz of universe. …The crumpled ears take a buzz of incomprehensible noise and flawlessly turn it into incomprehensible noise and flawlessly turn it into meaningful language. The wide eyes that sometimes meaningful language. The wide eyes that sometimes seem to peer into your very soul actually do just that, seem to peer into your very soul actually do just that, deciphering your deepest feelings. The downy head deciphering your deepest feelings. The downy head surrounds a brain that is forming millions of new surrounds a brain that is forming millions of new connections every day. That, at least, is what thirty years connections every day. That, at least, is what thirty years of scientific research have told us.”of scientific research have told us.”

•Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (2000). The scientist in the crib: What early learning tells us about the mind.

Evidence Debunks Myth!Evidence Debunks Myth! Learning a second language will confuse Learning a second language will confuse

infants, toddlers, and preschoolersinfants, toddlers, and preschoolers More and earlier immersion in the second More and earlier immersion in the second

language (L2) is the best way to acquire language (L2) is the best way to acquire EnglishEnglish

Who are our Dual Who are our Dual Language/English Learners?Language/English Learners?

Children whose home language is not English are Children whose home language is not English are considered English Learners considered English Learners Also “linguistic minority students” and Also “linguistic minority students” and

“linguistically diverse”“linguistically diverse” 2003-2004: 28% children in Head Start did not 2003-2004: 28% children in Head Start did not

speak English as their home language; 2006 >30% speak English as their home language; 2006 >30% Of these, vast majority are from Spanish-speaking Of these, vast majority are from Spanish-speaking

homes (>80%) with 139 other language groups also homes (>80%) with 139 other language groups also reported.reported.

~25% births (2006) are Hispanic~75% use Spanish ~25% births (2006) are Hispanic~75% use Spanish at home; 34% of children (0-5) in poverty are Latinoat home; 34% of children (0-5) in poverty are Latino

Most are Sequential Second Language LearnersMost are Sequential Second Language Learners

Sequential Second Sequential Second Language LearnersLanguage Learners

Children who begin Children who begin to learn an to learn an additional additional language after the language after the first language is first language is established (1-2 established (1-2 years old).years old).

What do we know?What do we know?

ELL children are at-risk for school failureELL children are at-risk for school failure Early bilingualism confers Early bilingualism confers

cognitive/linguistic advantagescognitive/linguistic advantages Home language (non-English) fragileHome language (non-English) fragile Instruction in native language promotes Instruction in native language promotes

higher achievement in Englishhigher achievement in English Many preschool programs are limited by Many preschool programs are limited by

staffing, materials, testing policies, state staffing, materials, testing policies, state regulationsregulations

Recommended Practices Include:Recommended Practices Include:

Supports for Supports for Home LanguageHome Language

Rich Linguistic Rich Linguistic Environment; Environment; High Quality High Quality InstructionInstruction

Second Second Language Language (English) (English) Acquisition for Acquisition for Bilingualism Bilingualism

Early Language & Literacy of Early Language & Literacy of Preschool English Learners: The Preschool English Learners: The

Nuestros Niño's ProgramNuestros Niño's ProgramDina C. Castro, Ph.D.Dina C. Castro, Ph.D.

FPG Child Development Institute, UNC-Chapel HillFPG Child Development Institute, UNC-Chapel Hill

Characteristics of High Quality Characteristics of High Quality Early Education Programs for Early Education Programs for

Preschool Preschool English LearnersEnglish Learners

Teacher characteristicsTeacher characteristics CurriculumCurriculum Classroom environmentClassroom environment Family involvementFamily involvement

Principles of Nuestros Niño's Principles of Nuestros Niño's ProgramProgram

Diversity is inherent in all aspects of Diversity is inherent in all aspects of teaching young children.teaching young children.

Family involvement builds cultural and Family involvement builds cultural and linguistic continuity and consistency in the linguistic continuity and consistency in the early language and literacy teaching of early language and literacy teaching of English learners.English learners.

Social interaction fosters children’s Social interaction fosters children’s motivation and ability to use language and motivation and ability to use language and literacy in fulfilling and productive ways.literacy in fulfilling and productive ways.

Remember that teaching needs to be Remember that teaching needs to be intentional.intentional.

Provide as many possibilities as possible Provide as many possibilities as possible for active participation.for active participation.

Assessment is an ongoing process.Assessment is an ongoing process.

• Adapted from Neuman, S. B. (1998). How can we Adapted from Neuman, S. B. (1998). How can we enable all children to achieve? In S. B. Neuman & K. enable all children to achieve? In S. B. Neuman & K. Roskos (Eds.), Roskos (Eds.), Children achieving: Best practices in Children achieving: Best practices in early literacyearly literacy (pp. 5-19). Newark, DE: International (pp. 5-19). Newark, DE: International Reading Association.Reading Association.

Reading Aloud to Preschool Reading Aloud to Preschool English learnersEnglish learners

Why Read Aloud?Why Read Aloud?

• Reading aloud is one of the key activities to Reading aloud is one of the key activities to promote literacy development in young children.promote literacy development in young children.

• It can also promote understanding and respect It can also promote understanding and respect for values and experiences of children and for values and experiences of children and families from diverse backgrounds.families from diverse backgrounds.

• Research evidence supports the idea of using the Research evidence supports the idea of using the children’s home language when reading stories children’s home language when reading stories to young English learners (Hancock, 2002).to young English learners (Hancock, 2002).

Why Read Aloud? (continued)Why Read Aloud? (continued)

It supports components of oral language:It supports components of oral language:• Phonology Phonology →→ Pronunciation of soundsPronunciation of sounds• Syntax Syntax →→ Grammatical structures Grammatical structures • VocabularyVocabulary →→ New words and meaningsNew words and meanings• Decontextualized language → Language of booksDecontextualized language → Language of books

And early literacy:And early literacy:• Print knowledge Print knowledge →→ Handling of booksHandling of books• Phonological awareness Phonological awareness → → Attending to the Attending to the

sounds sounds of languageof language• Alphabetic knowledge Alphabetic knowledge →→ Letter identificationLetter identification

How To Read AloudHow To Read Aloud

• How to read aloud is as important as how How to read aloud is as important as how frequently the teacher reads to the childrenfrequently the teacher reads to the children

• Teacher’s reading style can have an effect Teacher’s reading style can have an effect on children’s language skills (Dickinson & on children’s language skills (Dickinson & Smith, 1994)Smith, 1994)

• When reading to English learners, maximize When reading to English learners, maximize children’s opportunities to comprehend textchildren’s opportunities to comprehend text

How to Read Aloud: How to Read Aloud: Before ReadingBefore Reading

• Identify core vocabulary and “chunks of language”Identify core vocabulary and “chunks of language”

• Plan how to present the book to a class that includes Plan how to present the book to a class that includes English learners:English learners:

• Picture walkPicture walk

• Props (puppets, toys), flannel boardProps (puppets, toys), flannel board

• Use of centersUse of centers

• Practice reading the book using props and other visual Practice reading the book using props and other visual aidsaids

• Read the story in children’s home languageRead the story in children’s home language

How To Read Aloud: How To Read Aloud: During readingDuring reading

• Hold book in a way Hold book in a way that children can see that children can see text and illustrationstext and illustrations

• Use dramatic abilities Use dramatic abilities to make the story to make the story come alive.come alive.

• Use gestures and Use gestures and props as scaffolds to props as scaffolds to aid comprehensionaid comprehension

How to Read Aloud: How to Read Aloud: During ReadingDuring Reading

• Promote children’s participation (Whitehurst, Promote children’s participation (Whitehurst, 2004):2004):

• Ask questions about the story.Ask questions about the story.• Rephrase and expand children’s responsesRephrase and expand children’s responses• Analyze children’s responses to determine Analyze children’s responses to determine

understanding of storyunderstanding of story• Pause at the end of a sentence, leave a blank Pause at the end of a sentence, leave a blank

and ask children to fill in the missing piece.and ask children to fill in the missing piece.• For English learners, responses will depend on For English learners, responses will depend on

phase of second language acquisition.phase of second language acquisition.

How To Read Aloud: How To Read Aloud: After ReadingAfter Reading

• Talk about the storyTalk about the story

• Re-read the storyRe-read the story

• Implement extension activities: book bags, Implement extension activities: book bags, dramatization of the story, art activitiesdramatization of the story, art activities

• Use graphic organizers: story road mapsUse graphic organizers: story road maps

• Ask children to repeat rhyming words, finding words Ask children to repeat rhyming words, finding words that begin with a specific letter, identify long and that begin with a specific letter, identify long and short wordsshort words

• Create letter and word identification gamesCreate letter and word identification games

Removing Barriers & Improving Removing Barriers & Improving Outcomes for ELL ChildrenOutcomes for ELL Children

Judith K. Bernhard, Ph.D.Judith K. Bernhard, Ph.D.Program DirectorProgram Director

MA program in Early Childhood StudiesMA program in Early Childhood StudiesRyerson UniversityRyerson University

California Preschool Instructional California Preschool Instructional NetworkNetwork

March 28, 2007March 28, 2007

Start with yourselfStart with yourself

Tell a story about yourself: Who you are, where Tell a story about yourself: Who you are, where you come from? you come from?

Who gave you the confidence that you could be Who gave you the confidence that you could be a good learner?a good learner?

Describe a smart, imaginative, and creative Describe a smart, imaginative, and creative child you know. What are key word child you know. What are key word descriptors?descriptors?

Goal: Find practical, effective, Goal: Find practical, effective, research-based strategies to research-based strategies to

support young EL childrensupport young EL children

Canadian Parenting CirclesCanadian Parenting Circles The Early Authors ProgramThe Early Authors Program

Who were the participants?Who were the participants?

Parents of young childrenParents of young children Parents whose home language is Parents whose home language is

Spanish – only 1/5 spoke the language Spanish – only 1/5 spoke the language of their children’s schoolof their children’s school

Newcomers to CanadaNewcomers to Canada 90% had incomes below the Low-90% had incomes below the Low-

Income cut-offIncome cut-off

Impacts of migration on parenting Promoting children’s social development Supporting readiness for school Building relationships with child care and schools Overview of school systems School behavior policies Children’s rights and child protection Special education

What topics did the What topics did the workshops address?workshops address?

Full report of evaluation

http://www.ryerson.ca/~bernhard/

pdf/hoen_fullreport.pdfExecutive summary

http://www.ryerson.ca/~bernhard/

pdf/hoen_reportexec.pdf

What were the outcomes?What were the outcomes?

What did we learn?What did we learn? Participants had limited support for their Participants had limited support for their

parenting.parenting. Extended families left behindExtended families left behind ¼ were single parents¼ were single parents Nearly ½ reported no help with their childrenNearly ½ reported no help with their children Few opportunities to talk about parenting Few opportunities to talk about parenting

issues issues

How can we enhance our How can we enhance our relationships with newcomers?relationships with newcomers?

Learn more about the history, Learn more about the history, geography, and cultures of the worldgeography, and cultures of the world

Recognize the difficulties experienced by Recognize the difficulties experienced by all newcomersall newcomers

Adapt teaching methods to suit individual Adapt teaching methods to suit individual childrenchildren

Reach out to newcomer parentsReach out to newcomer parents

The Early Authors Program: The Early Authors Program: Transformation Through the Transformation Through the

Creation of Identity TextsCreation of Identity Texts

http://www.ryerson.ca/~bernhard/http://www.ryerson.ca/~bernhard/bilingual1.htmlbilingual1.html

Identity textsIdentity texts Students see themselves in their identity Students see themselves in their identity

textstexts Once produced, these texts hold a mirror Once produced, these texts hold a mirror

up to the student in which his or her up to the student in which his or her identity is reflected back in a positive light.identity is reflected back in a positive light.

Develop affective bond to literacyDevelop affective bond to literacy Increased cognitive engagementIncreased cognitive engagement

Miami-Dade Munroe County Miami-Dade Munroe County 3,282 books authored3,282 books authored

Miami Dade PovertyMiami Dade Poverty

•Miami-Dade County is the most populated county in the state of Florida (2.2 million). •Represents 13% of Florida's total population.•20% of all Florida's children under six years of age live in poverty.•50% of Florida’s adults with incomes below poverty levels cannot read at an 8th grade level.

•Personnel •Equipment for each home/center

•Computer•Printer•Digital camera•Laminating machine

•Training•Assessment and documentation of results

Materials and Support That Programs Received:

And also…And also…•Singing songs in children’s home language

•Using children’s oral folklore

•Promoting children’s interaction with print materials

•Reading to and with the children

ConclusionConclusionEven in an English-medium instructional context, teachers can create an environment that acknowledges, communicates respect for, and promotes linguisticand cultural capital.

Preschool English Learners: Preschool English Learners: Principles and Practices to Principles and Practices to

Promote Language, Promote Language, Literacy, and Learning – A Literacy, and Learning – A

Resource GuideResource Guide

California Department of California Department of EducationEducation

20072007

Recommended Early Recommended Early Literacy PracticesLiteracy Practices

Providing children many opportunities Providing children many opportunities to listen and speak gives the children an to listen and speak gives the children an important foundation for reading and important foundation for reading and writing.writing.

Koralek and Collins, 1997Koralek and Collins, 1997

The benefits of creating positive and The benefits of creating positive and meaningful language and literacy meaningful language and literacy experiences in English and the home experiences in English and the home language for young bilingual children are language for young bilingual children are far-reaching.far-reaching.

Writing as a Part of Early LiteracyWriting as a Part of Early Literacy

Opportunities to write, together with Opportunities to write, together with opportunities to read is another important opportunities to read is another important strategy for encouraging second-language strategy for encouraging second-language learners.learners.

Making Stories Come AliveMaking Stories Come Alive

A key literacy practice for instructing A key literacy practice for instructing English learners is to provide multiple English learners is to provide multiple ways for children to revisit the same text in ways for children to revisit the same text in other areas of the classroom or in other other areas of the classroom or in other activities.activities.

Literacy Strategies for English Literacy Strategies for English Learners with Special NeedsLearners with Special Needs

Introduce language and literacy experience Introduce language and literacy experience through concrete, multi-sensory approachesthrough concrete, multi-sensory approaches

Short books with limited vocabulary can be of Short books with limited vocabulary can be of benefitbenefit

Children with Down syndrome benefit from sight-Children with Down syndrome benefit from sight-word recognition games along with attention to word recognition games along with attention to phonological awareness, phonological awareness,

vocabulary developmentvocabulary development and comprehension. and comprehension.

• (Al Otaiba and Hosp 2004)(Al Otaiba and Hosp 2004)

Children With Mild to Moderate Disabilities Children With Mild to Moderate Disabilities Can Benefit from a Literacy Program that:Can Benefit from a Literacy Program that:

Exposes children to letters, concepts of print Exposes children to letters, concepts of print and basic phonological awareness skillsand basic phonological awareness skills

Engages children and teachers in extended Engages children and teachers in extended conversationsconversations

Provides a flexible application of Provides a flexible application of comprehension strategiescomprehension strategies

Offers children opportunities to look through Offers children opportunities to look through or be read a variety of books and stories.or be read a variety of books and stories.

• Palinscar and Klenk 1992; Ruiz, Vargas and Beltran Palinscar and Klenk 1992; Ruiz, Vargas and Beltran 20022002

ReferencesReferences

Center for the Improvement of Early Reading Center for the Improvement of Early Reading Achievement and the National Institute for Literacy. Achievement and the National Institute for Literacy. 2001. 2001. Put Reading First: The Research Building Blocks Put Reading First: The Research Building Blocks for Teaching Children to Readfor Teaching Children to Read. Washington, D.C.: . Washington, D.C.: Partnership for Reading. Partnership for Reading. http://www.nifl.gov/partnershipforreadinghttp://www.nifl.gov/partnershipforreading

““Learning to Read and Write: Developmentally Learning to Read and Write: Developmentally Appropriate Practices for Young Children.” 1998. A joint Appropriate Practices for Young Children.” 1998. A joint position statement of the International Reading position statement of the International Reading Association and the National Association for the Association and the National Association for the Education of Young Children. Education of Young Children. The Reading TeacherThe Reading Teacher, , Vol. 52, No. 2, 193-214.Vol. 52, No. 2, 193-214.

References References (continued)(continued)

Lindholm-Leary, K. 1999. Lindholm-Leary, K. 1999. Biliteracy for a Global Biliteracy for a Global Society: An Idea Book on Dual language Society: An Idea Book on Dual language AcquisitionAcquisition. Washington, D.C.: National . Washington, D.C.: National Clearinghouse for Bilingual Education.Clearinghouse for Bilingual Education.

Report of the National Reading Panel. 2000. Report of the National Reading Panel. 2000. Teaching Children to ReadTeaching Children to Read. Rockville, Md.: . Rockville, Md.: NICHD Clearinghouse. Telephone 1-800-370-NICHD Clearinghouse. Telephone 1-800-370-2943. 2943. http://www.nichd.nih.gov/publications/nrppubskehttp://www.nichd.nih.gov/publications/nrppubskey.cfmy.cfm