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Evidence-based Practices for Young Dual Language Learners in Early Intervention

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Evidence-based Practices for Young Dual Language Learners in Early Intervention Minnesota Department of Education CLD Master Cadre Training Lillian Dur n, Ph.D. – PowerPoint PPT presentation

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Title: Evidence-based Practices for Young Dual Language Learners in Early Intervention


1
Evidence-based Practices for Young Dual Language
Learners in Early Intervention
  • Minnesota Department of Education
  • CLD Master Cadre Training
  • Lillian Durán, Ph.D. Utah State
    University lillian.duran_at_usu.edu

2
Classroom Cultural Competency
  • To promote cultural competency in their
    classrooms teachers should (Adapted from Taylor,
    Promoting Cultural Diversity and Cultural
    Competency, 2004)
  • Display pictures, posters and other materials
    that reflect the cultural diversity in their
    classrooms
  • Select props for the dramatic play area that are
    culturally diverse and appropriate i.e. familiar
    foods, clothes and household items from cultures
    represented in their classroom

3
Classroom Cultural Competency
  • Have books displayed and accessible that reflect
    the diversity of cultures and languages in the
    classroom. If these are not readily available
    they can be made by children bringing in
    photographs or making books with family members
    at home and bringing them in to share.

4
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5
Classroom Cultural Competency
  • Choose multicultural toys, music, food and
    materials in the classroom to be representative
    of the population not only of the classroom, but
    also of society in general.
  • Actively incorporate multicultural materials and
    ideas in every lesson and continually
    self-evaluate your own cultural competency.

6
Invite families to participate in classroom
activities and share stories, songs or foods with
the class.
7
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8
  • If I am lucky enough to have them,
  • how should I incorporate bilingual staff in
    instruction in my classroom?
  • Or if I am bilingual how can I best use my skills?

9
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10
Suggestions for incorporating bilingual staff
into an English-dominant setting
  • Bilingual interpreters and paraprofessionals
    should be involved in all classroom planning and
    should be aware of each days activities in
    advance.
  • He/she should have enough time to plan for the
    appropriate vocabulary and suggest modifications
    to the lesson plan to ensure the activity is
    culturally appropriate and meaningful to the
    child.

11
Individual and Small Group
  • Bilingual staff can be used for direct
    instruction with the child or small groups of
    children who share the same L1 during work
    times. Bilingual staff should not just be
    translating. Concurrent translation is NOT best
    practice (Cloud, Genesee, Hamayan, 2000
    Freedson, 2005)

12
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13
Language of Instruction Dissertation Study
(Freedson, 2005, Harvard University)
  • Freedson found that Spanish-speaking preschoolers
    performed the best overall in language and
    literacy in Spanish language classrooms with the
    most teacher talk related to literacy.
  • Students performed second best in English-only
    classrooms with NO code-switching, and high
    levels of literacy related talk.
  • Students demonstrated the least progress in
    classrooms with a significant amount of
    code-switching by the teacher during instruction
    and a low level of literacy talk.
  • Think about how you are using language(s)
    throughout the day

14
  • Teachers should try to avoid the pitfall of the
    childs native language only being used for
    directions, transitions or during free play.
  • Any new concepts that are specifically taught in
    English should also be delivered in the childs
    native language. This will help the child not
    miss any new concepts because of a language
    barrier and it will support vocabulary, literacy,
    and concept development in their L1.

15
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16
Large Group Activities
  • Large group teacher directed activities can often
    be the most difficult for young children with
    limited English proficiency.
  • In dual language situations it is best practice
    NOT to switch back and forth between languages
    (Cloud et al., 2000)
  • In this scenario use your bilingual staff to run
    a concurrent circle/story time in the childs or
    childrens native language. Or develop specific
    large group activities for your ELLs.

17
What should happen during these L1 small group
times?
  • You might consider investing in a curriculum to
    guide instruction during these times or finding
    resources on-line. You cannot expect
    paraprofessionals and volunteers to come up with
    their own activities. The following are some
    resources in Spanish.
  • Curricula for purchase
  • Estrellita Spanish phonological awareness
    curriculum
  • Frog Street Early Literacy curriculum
  • We Can!

18
Resources on-line
  • Early Literacy Activities in Spanish
  • http//www.getreadytoread.org/images/stories/downl
    oads/SpanishResourcesPage/espanol_activities.pdf
  • Washington Learning systems-Using everyday
    activities to teach literacy in Spanish
  • http//www.walearning.com/media/downloads/esp-infa
    nt-activities.pdf

19
  • Colorin Colorado-Ideas for activities in Spanish
    and information about ELLs in general
  • http//www.colorincolorado.org/article/33830

20
Integrating Linguistic Diversity
  • Bilingual staff should also be involved in
    instruction with English-speaking children in the
    classroom to familiarize the other children with
    the native language(s) of their peer(s). If the
    English-speaking children can learn a few words
    of the other childs or childrens L1 they may be
    more likely to engage him/her in play (Tabors,
    2009).

21
Instruction Activity
  • What are some ways you can increase native
    language use and cultural integration in your
    classroom or on home visits? Why do you think
    this is important?
  • What are some ways you can support native
    language development?
  • Who can you access in the community to help?
  • List three things you know you can change in your
    current practice. Why would you change them?

22
  • How can I actively involve the childs family?

23
Putting yourself in someone elses shoes
  • How would you feel if a home visitor came into
    your house to work with your child and he/she did
    not speak English or your native language? Or if
    your childs classroom teacher did not speak your
    language?
  • What would you expect of them?
  • What would you worry about?
  • Would you even allow it?

24
Home Support
  • The family should be instrumental in assisting to
    maintain the childs native language development
    through directed support at home.

25
Home Support
  • Send curriculum materials home in the familys
    native language,
  • Ask for family photos and display around the
    classroom or make books,
  • Get lists of common objects, foods, etc and then
    make books
  • Use libraries to get more materials
  • Make home visits,
  • Organize family support meetings, involving
    community partners like family literacy, local
    churches, cultural organizations, etc.

26
  • Basically the teacher needs to be creative and an
    initial investment of time and the use of an
    interpreter/volunteer to translate written
    materials will hopefully pay off with the
    development of materials that can be used from
    year to year.
  • Who currently sends everything home in each
    childs native language?

27
Intervention strategies for the home visitor
  • Most of the same strategies apply to the home
    visitor as well. One advantage the home visitor
    has is their regular direct contact with the
    family. Use the childs family in your
    instruction. Through the interpreter you can
    teach the childs primary care provider to
    deliver the instruction you would have. This will
    build the capacity of the childs family and will
    support native language development while working
    on age appropriate developmental skills.

28
Routines-based Intervention Robin McWilliam
  • Embedding Intervention
  • Observe the familys routine during different
    times of the day
  • Identify strategies the family already uses to
    support their childs development
  • Share observations about the skills the child is
    already demonstrating
  • Brainstorm how additional strategies can be
    embedded into the routine
  • Observe care-providers and provide feedback

29
Familys thoughts on maintaining the native
language
  • The reactions of families to the importance of
    maintaining the home language will vary.
  • Some will agree with you and will be eager to
    maintain their native language in the home
    environment.
  • Others will see their native language as a
    possible hindrance to their childs acculturation
    and future success.
  • Be sure to communicate your thoughts on this
    issue to the family and explain why it has been
    shown that native language development is
    critical to the acquisition of English and later
    academic skills and that being bilingual is in
    fact an incredible asset in a diverse country
    such as the United States.

30
Family Involvement
  • Encourage the family to
  • Continue speaking their native language to the
    child and to talk as much as they can and to ask
    a lot of questions
  • Explain that if the family does not speak English
    fluently they will have a hard time teaching
    proper English grammar and pronunciation to the
    child. It is more confusing for the child to have
    an inaccurate model of the language. Let them
    know that they are experts in their native
    language and you need their help and that you
    will work at school to teach English.

31
Family Involvement
  • Help the family be able to read or talk about
    books with their child and teach basic concepts
    such as colors, numbers, shapes, etc. in the
    childs native language. Be sure to send home
    appropriate native language materials for the
    family to use. These can be teacher made or found
    at lending libraries, etc.

32
Family Involvement
  • Be sure that all correspondence with the family
    is in their native language. Daily notes in the
    notebooks, notes about projects, school
    information, Due Process, etc.
  • Emphasize the fact that most any child can learn
    two languages, even a child with a developmental
    delay.

33
Family Activity
  • What strategies do you currently use to
    communicate with families who speak a language
    other than English?
  • What resources and administrative support do you
    have for interpretation/translation of materials?
  • How do you currently select and train
    interpreters in your program? What could you do
    differently?
  • What new ideas were generated for you during the
    presentation. List three. How will you implement
    them?

34
Educating the Other America Edited by Susan
Neuman
  • In a chapter entitled Improving Achievement for
    English Language Learners Claude Goldenberg
    (Professor in Education at Stanford University)
    writes,
  • To date five meta-analyses have concluded that
    bilingual education promotes academic achievement
    in students second language.

35
  • I know of no other finding in the entire
    educational research literature that can claim to
    be supported by five independent meta-analyses
    over a 20-year span. In fact this may be one of
    the strongest findings in the entire field of
    educational research. Period.
  • (p. 146)
  • If you have a bilingual program DEFEND IT! In
    spite of opposition you may face, it is
    absolutely an evidence-based approach!

36
Summary-Teaching Culturally and Linguistically
Diverse Students takes
  • A commitment to helping the child continue
    development in their native language and honoring
    their home culture
  • A systemic belief that bilingualism is valuable
    and an asset, not a deficit
  • Collaboration between home and school with a
    focus on the family as native language experts
  • Specific knowledge about bilingual development
    and second language learning
  • Knowing the language background and language
    proficiency of your students

37
More questions?
  • Please do not hesitate to contact me at
  • lillian.duran_at_usu.edu
  • 435-797-7320
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