English Language Development Foundations and Framework Volume 1

2 Outcomes • • Explore California demographics Why two languages? Paths to bilingualism Navigate

3 Where Do You Stand? • Read the eight core beliefs about English-language learners

4 First, Let’s Look at the Big Picture © 2012 California Department of Education

5 California Context © 2012 California Department of Education (CDE) California Preschool Instructional Network

6 Who is an English Learner? • Children whose families use a language other

Demographic Trends: California and English Learners © 2012 California Department of Education (CDE) California

8 Placeholder • Insert your local demographic data here © 2012 California Department of

9 What Does that Mean for Us? We must take into consideration how young

11 Advantages of Being Bilingual • • • Communication Cultural Cognitive Character Curriculum Cash

12 Do you see an advantage to being bilingual?

14 Importance of Home Language Developing proficiency in the first language helps children learn

15 Cross Language Transfer Theory Skills, background knowledge and cognitive strategies transfer between the

16 Threshold Hypotheses Before the benefits of bilingualism can be achieved, one must achieve

Maintaining the home language… Socializes children into their families and communities Crago, 1988; Johnston

18 Results of Language Loss • Diminished parent-child communication, socialization, and identity Wong Fillmore,

19 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning © 2012

21 Paths to Bilingualism © 2012 California Department of Education (CDE) California Preschool Instructional

22 Paths to Bilingualism Simultaneous Successive • The child is learning both languages prior

24 Making connections • Compare your notes with an elbow partner • Fill in

California Department of Education Resources 26

California Department of Education Resources 29

30 Framework Strategies • Environment and materials • Teachable moments • Planning learning opportunities

32 Environment and Materials • Areas for two or three children (or an adult

33 My Plan © 2012 California Department of Education (CDE) California Preschool Instructional Network

English-Language Development Strands and Substrands © 2012 California Department of Education (CDE) California Preschool

36 Listening and Speaking • Use gestures, props, home language to aid understanding and

37 Insert video clip here © 2012 California Department of Education (CDE) California Preschool

39 Reading and Writing • Library materials in home language and English (PCF, pp.

40 Insert video clip here © 2012 California Department of Education (CDE) California Preschool

41 Accommodations and Adaptations for Children with Disabilities “The more we support English-language development

42 How Would You Do It? Handout 7 Handout 8 Handout 9 Handout 10

43 Strategies for Dual Language Learners Throughout the Framework For example, in Chapter 6,

44 Use the ELD and the L&L Foundations and Frameworks as Companions ELD foundations

Alignment of stages and levels for Listening and Speaking PEL Guide Stages First stage--Use

47 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

48 The DRDP-PS Assesses Children’s Progress toward Achieving the Foundations © 2012 California Department

Assessing and Monitoring Children's Progress • For all domains other than English-Language Development, children

51 Reflection • Think of a child in your classroom. At what stage of

53 Learn More PEL Guide Training PEL Website PEL Guide © 2012 California Department

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English Language Development Foundations and Framework Volume 1 1

2 Outcomes • • Explore California demographics Why two languages? Paths to bilingualism Navigate and understand the structure and content of the English-language development domain. • Begin to think about ways to use California Department of Education resources to support English-language development. © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

3 Where Do You Stand? • Read the eight core beliefs about English-language learners posted around the room. • Stand next to the belief that speaks most loudly to you. • Discuss your choice with others who have made the same selection. • Choose a spokesperson to share a sentence or two about your choice with the rest of the group. © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

6 Who is an English Learner? • Children whose families use a language other than English at home, and • Children whose primary or first language is a language other than English. FAQ 21 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

9 What Does that Mean for Us? We must take into consideration how young children, whose home language is not English, negotiate learning in all content and curricular areas. Preschool Learning Foundations, Volume 1, p. 103 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

10 Why Two Languages?

11 Advantages of Being Bilingual • • • Communication Cultural Cognitive Character Curriculum Cash © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012 11

12 Do you see an advantage to being bilingual?

13 Role of Home Language

14 Importance of Home Language Developing proficiency in the first language helps children learn a second language Bialystok, 2001; Childhood Bilingualism, 2006; Cummins, 1979; Fillmore, 1991; Preventing Reading Difficulties in Young Children, 1998 Wong © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

15 Cross Language Transfer Theory Skills, background knowledge and cognitive strategies transfer between the first and second language August & Hakuta, 1997; Ben-Zeev, 1997; Bernhardt, 1991; Durgunologlu & Verhoven, 1998 L 1 L 2 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012 15

16 Threshold Hypotheses Before the benefits of bilingualism can be achieved, one must achieve minimum levels of proficiency in both his home language and in the second language. Cummins & Swain, 1986 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012 16

Maintaining the home language… Socializes children into their families and communities Crago, 1988; Johnston and Wong, 2002; Ochs and Schieffeline, 1995; Vasquez, Pease-Alvarez, and Shannon, 1994 Provides a foundation for success in learning and literacy in English. Durgunoglu and Oney, 2000; Jimenez, Garcia, and Pearson, 1995; Lanauze and Snow, 1989; Lopez and Greenfield, 2004 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012 17

18 Results of Language Loss • Diminished parent-child communication, socialization, and identity Wong Fillmore, 1991 • Cultural and linguistic displacement Genesee, Paradis, and Crago, 2004 • Reduced sense of self-efficacy, social, and cognitive development Chang, 2007; Duke and Purcell-Gates, 2003; Moll, 1992; Riojas. Cortez, 2001; Vygotsky and Education, 1990 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012 20

22 Paths to Bilingualism Simultaneous Successive • The child is learning both languages prior to age three • The child is exposed to the second language at age three or older • Four stages – – Home Language Observational/Listening Telegraphic/Formulaic Productive Language Use © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

World Full of Language 23

24 Making connections • Compare your notes with an elbow partner • Fill in anything you missed. © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012 24

California Department of Education Resources 26

27 Beginning, middle, later

California Department of Education Resources 29

30 Framework Strategies • Environment and materials • Teachable moments • Planning learning opportunities • Interactions and strategies © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

31 Supporting the English Learner

32 Environment and Materials • Areas for two or three children (or an adult and one or two children) (PCF, p. 183) • Play areas where a child can listen without speaking (PCF, p. 182) • Environmental print in English and home languages (PCF, pp. 183, 212 -213) • Print and audio resources in English and home languages (PCF, p. 191) • Wordless picture books (PCF, p. 203) © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

36 Listening and Speaking • Use gestures, props, home language to aid understanding and vocabulary development (PCF, pp. 190, 102, 199) • Repeat common phrases slowly and clearly (PCF, p. 199) • Give the child time (PCF, p. 199) • Expand extend (PCF, p. 199) • Listen and ask (PCF, p. 203) © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

39 Reading and Writing • Library materials in home language and English (PCF, pp. 208, 214) • Use language and literacy activities with repetitive refrains and rhymes (PCF, pp. 191, 215) • Before reading, introduce key vocabulary in home language (PCF, pp. 191, 208) • Create small groups for book reading (PCF, pp. 191, 210) • Encourage children to create their own books (PCF, pp. 210 -211, 221) © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

41 Accommodations and Adaptations for Children with Disabilities “The more we support English-language development by engaging children through different modalities, the more likely children are to both understand use that language in a meaningful context. ” (Whit Hayslip, Ph. D. ) © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

43 Strategies for Dual Language Learners Throughout the Framework For example, in Chapter 6, Mathematics, you will find: • • Modified language Manipulative and every day objects Modeling and acting out Oral descriptors for new vocabulary Respect the silent period Match questions to the child’s proficiency level Use the child’s first language and culture (Mathematics in the Early Years, NAEYC) © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

44 Use the ELD and the L&L Foundations and Frameworks as Companions ELD foundations L&L foundations • Designed to assist • Describe classroom teachers development of in their language and understanding of literacy skills for all children’s progress children toward English proficiency (PLF, p. 105) © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

Alignment of stages and levels for Listening and Speaking PEL Guide Stages First stage--Use of home language in second language setting Second stage-Observational and listening period Third stage--Telegraphic and formulaic communication Fourth stage--Productive language use Foundations Levels Beginning Middle Later © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012 45

46 Let’s Practice

Assessing and Monitoring Children's Progress • For all domains other than English-Language Development, children may demonstrate their knowledge using their home language, English, or other communication methods. • The four English-Language Development measures, are focused specifically on a child’s growing skills in English. © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012 49

51 Reflection • Think of a child in your classroom. At what stage of English-language development is this child? • How do you support English-language learners now? • What new strategies might you try? • What strategies do you use with families to determine how they support their child’s home language?

52 Reflection

54 Questions and Comments