45 Strategies That Support Young Dual Language Learners

by

Shauna L. Tominey, Ph.D.

Assistant Professor of Practice Parenting Education Specialist Oregon State University Corvallis, Oregon

and

Elisabeth C. O’Bryon, Ph.D.

Co-founder and Head of Research Family Engagement Lab Oakland, California

Contents

1. Introduction to Dual Language Learners

2. Getting Started: Foundations for Supporting Dual Language Learners

   • Strategy 1: Get Comfortable with Key Terms and Definitions
   • Strategy 2: Expand Your Knowledge of Dual Language Learners and Their Families
   • Strategy 3: Understand the Benefits of Being a Dual Language Learner
   • Strategy 4: Support Development of the Home Language and English
   • Strategy 5: Implement Culturally Responsive Teaching Practices

3. Setting Up Your Classroom to Support Dual Language Learners

   • Strategy 6: Get to Know the Children in Your Class and Their Families
   • Strategy 7: Establish a Welcoming Learning Environment
   • Strategy 8: Organize the Classroom to Support Success
   • Strategy 9: Embed Best Practices

4. Supporting Social and Emotional Learning for Dual Language Learners

   • Strategy 19: Create an Emotionally Supportive Classroom
   • Strategy 20: Recognize and Scaffold Children’s Social and Emotional Needs

5. Enhancing Early Academic Skills for Dual Language Learners

   • Strategy 25: Make Learning Activities Accessible to Diverse Learners
   • Strategy 26: Embed Best Practices into Read-Alouds

Fostering a Classroom Community of Diverse Learners

STRATEGY 1: Create a Classroom Community

Creating a classroom community involves putting in place supports for Dual Language Learners (DLLs) as well as for all children in the classroom. Involving all children in creating a supportive classroom community is essential to ensuring that all children have the feelings educators would like them to have—feelings that will help children be ready to learn, such as security, support, happiness, excitement, curiosity, and interest.

Creating a classroom community goes beyond giving DLLs the support they need to feel like part of the classroom. It also involves helping children develop the skills they need to have access to the same social and educational experiences as other children. Finally, creating a classroom community includes ensuring that all children learn to value their own culture as well as the culture and values of peers from backgrounds that are similar and different, showing genuine curiosity and interest in one another and viewing other beliefs and values with interest and compassion.

Apply Strategy 1

• Help children learn one another’s names as well as the names of teachers in the classroom. Sing songs or play games that encourage children to practice saying each other’s names.
• Talk openly with children about the different languages that are spoken in your classroom. Share with children that some children in our class are learning English and that they may need our help practicing new words.
• Encourage language learning to be a reciprocal relationship between children rather than a one-way exchange that only values English learning.

STRATEGY 2: Frame Diversity as a Strength

It is natural for children to notice similarities and differences between themselves and their peers as they learn about the world. To help children learn to appreciate both the similarities and differences between themselves and others, educators can help children learn appropriate ways to talk about differences and similarities.

Apply Strategy 2

• Choose classroom themes that celebrate the similarities and the differences within your class as strengths.
• Have open conversations with children about stereotypes and biases.
• Help children identify and share things that make them special.

CHAPTER CONCLUSIONS

There are many ways early childhood educators can help create a supportive classroom community for children from diverse backgrounds. Understanding and anticipating the needs of children can create a classroom environment in which all children feel safe and supported.