Dual Language Learners Coffee Chat Slides.pdf
Dual Language Learners in Early Childhood Classrooms
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Teaching Dual Language Learners
What Early Childhood Educators Need to Know
Get the essential knowledge and strategies to support young dual language learners in your classroom—and set them up for a lifetime of school success!
**https://bpub.fyi/Teaching-DLLs**
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Dual Language Learners
• Across the nation, educational systems are experiencing an increase in the number of young children who speak a language other than English at home and are learning a second language
• Since 2000, DLL population in the U.S. has grown by 24% (Park et al., 2017)
• Dual Language Learners (DLLs) make up a significant number of children in early childhood settings
Goals for Today’s Coffee Chat
• Explore ways to provide effective support for dual language learners in the classroom
• Learn practical instructional strategies for promoting language and literacy development in dual language learners
Positive Beliefs Promote Responsive Practices
Teachers should continuously reflect on and examine their own beliefs.
BELIEFS THAT PROMOTE CULTURALLY RESPONSIVE PRACTICES WITH DUAL LANGUAGE LEARNERS
Ask Yourself: Do your beliefs align with your classroom practices?
BELIEF 1: CHILDREN ARE CAPABLE OF SUCCESSFULLY LEARNING MULTIPLE LANGUAGES
BELIEF 2: QUALITY AND QUANTITY OF LANGUAGE INPUT ARE IMPORTANT FOR LANGUAGE LEARNING
BELIEF 3: KNOWLEDGE OF A FIRST LANGUAGE CAN SUPPORT LEARNING A SECOND LANGUAGE
Children can navigate different languages and cultures
BELIEF 4: BILINGUALISM AND MULTILINGUALISM HAVE MANY LINGUISTIC, COGNITIVE, AND CULTURAL BENEFITS
The process of developing and learning multiple languages does not cause developmental delay or language impairment.
Learning multiple languages during childhood does not cause a language delay or impairment.
There are multiple successful methods for children to become bilingual.
Quality and quantity of input are important for language learning
QUALITY
Adults must be intentional, responsive, and comfortable speaking the language; engaging in frequent interactions and conversations with the child.
QUANTITY
Quality language exposure includes talking, singing, and reading with the child.
Children’s language growth depends on the amount of input they are receiving in each language.
Children need exposure to language to develop language.
Knowledge of a first language can support learning a second language.
Social Language
3 Academic Language
It takes children 5-7 years to develop enough academic English to engage in and participate in a school curriculum.
Bilingualism/ Multilingualism have many linguistic, cognitive, and cultural benefits
Learning one language helps in the development of a second or third language. Many skills transfer across languages.
Knowing more than one language can help with planning and regulating behavior, thinking flexibly, and inhibitory control.
Children continue to communicate with family members, develop cultural competence, and strengthen their identity.
Focus on Language and Literacy
The Reading Rope
Strategies for Developing Language and Literacy Skills with DLLs
- Focus on language development and extended vocabulary
- Foster phonological awareness
- Integrate instruction on letter identification, decoding, word recognition skills
- Support learning about book concepts and print knowledge
- Engage students in early writing
- Support home languages
Language Development and Vocabulary
High Quality Interactions Support of home languages
- engage children in hearing and using different words
- back-and-forth conversations
- opportunities to develop new words in context
- scaffolding--confirm, recast, elaborate
- reading books, listening to stories, singing
Lesson Example: Focus on Vocabulary
- A read-aloud lesson including activities before, during, and after the reading
- Book Click, Clack, Moo: Cows That Type (Cronin, 2000)
- Identify and pre-teach key vocabulary words
- Connect to DLLs’ background and knowledge
- While reading explain the definitions
- Present activities after the read-aloud
Assessment of Language and Literacy Skills
Systematic
Assess skills in the languages that the child is exposed to and uses to demonstrate what he or she knows and is able to do.
Developmentally Appropriate
Multiple sources of data
Assess learning that is connected to the curriculum and teaching in the classroom so that DLL children have an opportunity to learn these skills.
Engage families in assessing language and early literacy skills, especially for determining children’s abilities in the home languages.
Questions?
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