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A solid foundation of early academic literacy for English

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A solid foundation of early academic literacy for English Learner success A Preschool -Third grade approach for Spanish-Speaking English Learners – PowerPoint PPT presentation

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Title: A solid foundation of early academic literacy for English


1
A solid foundation of early academic literacy for
English Learner success
  • A Preschool -Third grade approach
  • for Spanish-Speaking English Learners

Laurie Olsen, Ph.D.
2
The Context
  • Increasing Hispanic and immigrant population in
    the state and nation
  • Lack of English and lack of strong literacy
    continues to be a barrier to participation,
    employment, education
  • An enduring and increasing achievement gap in
    K-12 for Latinos and English Learners

3
Children who start behind, stay behind.
  • Skills in kindergarten predict academic
    achievement in later years
  • Initial gaps in readiness skills between EL and
    English proficient children do not narrow by 3rd
    grade - and often grow
  • Initial readiness gaps between ethnic groups
    widen by 3rd grade

4
National county data
  • High quality early childhood education reduces
    disparities in outcomes
  • Experience in preschool leads to entering
    kindergarten more school ready
  • Strengths in social expression and academic
    skills are strong predictors of academic success
    through 5th grade
  • Self-regulation (rated high by Kinder teachers)
    is not linked to later achievement

5
Defining generic high quality ECE is not
sufficient
  • High quality ECE reduces disparities in
    educational outcomes overall.
  • BUT access is a challenge for low-income families
    who are not English fluent
  • A quality program for English Learners requires
    something beyond standard indicators of quality
    (safety, developmental, low ratios, partnership
    with parents)

6
  • High quality preK contributes to meaningfully
    higher levels of school achievement among low SES
    children, including low SES Hispanics -- However,
    there is limited impact in the area of language
    development!
  • Substantial short-term positive outcomes. But a
    Fade out effect of PreK and Full day Kinder
    (60-80 of cognitive gains dissipate by Spring of
    first grade - by 3rd grade mostly gone)
  • For English Learners, the gap narrows but does
    not close as a result of preschool

7
Why?
  • Lack of preschool models addressing the specific
    needs of English Learners and their families
  • Confusion about what the needs of English
    Learners are in early years
  • Preparing FOR Kindergarten is not enough - the
    two systems need better alignment and connection

8
This workshop
  • Overview of research on language development for
    English Learners in early years
  • Share the SEAL model and approach now being
    demonstrated/piloted
  • Describe the implementation in two school
    districts
  • Discuss implications for the field

9
From the research
  • Learning to speak and use language is a major
    task of the early years - development of language
    is wired into the human brain
  • There is a developmental continuum of
    language/literacy development in young children
    (birth to 8)
  • This window of language development is a unique
    opportunity for development of bilingualism
  • Young children engaged in two language worlds
    have unique needs

10
Early language development
  • Experiences in infancy establish habits of
    seeking, noticing and incorporating experience,
    as well as schemas for categorizing and thinking
    about experience
  • Within the first few years, nearly all typically
    developing children develop mastery of the basis
    for language

11
  • By age 3 children have acquired the basic rules
    of grammar, understand much spoken language,
    understand as many as a thousand words and
    produce several hundred
  • By age 4 The system of language is fairly well
    established children ask questions to develop
    meaning about the world, which is encoded in
    language vocabulary grows

12
  • A childs home language is a crucial foundation
    for social interactions, cognitive development,
    learning about her world, and emerging literacy
  • Language of the home is vehicle for making and
    establishing meaningful communicative
    relationships, to construct knowledge and test
    learning
  • Language is a socio-emotional and cultural
    phenomenon - key to identity formation

13
Bilingual development
  • Bilingual development is a common and normal
    childhood experience.
  • Infants distinguish languages and interpret
    contextual cues to learn which language is
    appropriate within given contexts
  • Children with two languages show greater tissue
    density in areas associated with language,
    memory, focus - and more neural activity in parts
    of the brain associated with language processing.

14
Myths and misunderstandings
  • Learning two languages will confuse children and
    lead to delays or disorders
  • With less exposure to each language, neither will
    become developed fully - and they will not attain
    proficiency equal to monolingual children in
    either language

15
I. Importance of rich oral language
development in young children
  • Verbal interaction is essential in the
    construction of knowledge
  • Producing language encourages learners to process
    language more deeply than when just listening or
    receptive.
  • Oral language is the bridge to academic language
    associated with school and the development of
    literacy --

16
Early Catastrophe The 30 million word gap
  • Vocabulary a child uses at 3 is predictive of
    language skills at age 9, and directly predictive
    of reading comprehension
  • Trends in amount of talk, vocabulary growth,
    systems of interaction using language is
    well-established by age 3
  • Words heard by 3 year olds
  • professional families 215,000
  • working class families 125,000
  • families on welfare
    62,000
  • Hart and Risley, 2003

17
National Literacy Panel on Language Minority
Children and Youth (2008)
  • Oral language development is critical to
    literacy and is often and increasingly
    overlooked in early literacy instruction and
    curriculum

18
Implications for early education
  • Amount, degree and TYPE of oral interaction is a
    big factor in early years
  • Important to stimulate the talk that allows
    language learners to explore and clarify
    concepts, name their world, wonder and describe

19
II. Language develops in context
  • Young children develop language through play,
    social interaction, listening, experimenting with
    producing language - in the context of going
    about their lives -
  • Much of the early literacy curriculum is
    decontextualized language arts - phonics,
    letter-of-the-week

20
III. Development of the home language is
crucial
  • Home language development is vulnerable
  • Children in English immersion ECE tend to lose
    ability to communicate in L1, prefer English,
    frequently develop communication problems with
    extended families and experience depressed
    academic achievement in English

21
Misunderstandings..
  • Myth there is no research base, its just a
    matter of politics and opinion
  • Myth Time spent in home language is wasted time
    for developing English
  • Myth More and earlier immersion in English is
    the best way to acquire English

22
Actually..
  • Children have more extended and complex
    vocabulary and language skills if their home
    language is developed
  • Bilingual children perform better than
    monolinguals on select cognitive tasks
  • English Learners make more academic progress when
    they have the opportunity to learn in both their
    home language and English

23
Counterproductive common preschool practices
  • Get them into English before Kinder as a primary
    goal of preschool.
  • Ending use of home language (it is actually
    detrimental and disruptive to language
    development, family relationships and identity
    development)
  • Informal, random use of two languages

24
The SEAL Model Sobrato Early Academic Literacy
Initiative
25
The Sobrato Family Foundation
  • Mission to help create and sustain a vibrant
    and healthy community where all Silicon Valley
    residents have equal opportunity to live, work
    and be enriched

26
Six foundational components
  • Academic language and literacy in English and
    Spanish
  • Rich oral language development
  • Text-rich environment and curriculum
  • Language developed through enriched curriculum
  • Affirming learning environment
  • Teachers and Parents working together
  • Preschool through third grade!

27
1 Academic Language and Literacy in
English and Spanish
  • Use and development of the childs home
    language will benefit the child in acquiring
    English (CDE Principles for Promoting Language,
    Literacy and Learning in Preschool English
    Learners - 2007)
  • . but How?

28
Defining the language model
  • PreK and Kinder Minimum of 50 in home language
    - minimum of 20 of English throughout the
    schoolyear
  • Home language for rich initial concept
    development
  • English builds upon the home language
  • Intentional focus on the relationship between the
    two languages - and on transfer
  • Languages separated

29
Requires information about the development of
BOTH languages
  • SEAL Preschool teachers use PreLAS assessment in
    BOTH languages
  • Developed typologies/profiles describing degrees
    of bilingualism Spanish only Spanish/dominant
    and English receptive Balanced bilingual
    English dominant, Spanish receptive English only.

30
2 Rich oral language development
  • Four domains of language oral language is
    foundation
  • CDE Preschool Foundations
  • Engage children in using language
  • Enrich the language they hear
  • Work with parents on oral language development
    strategies with their children
  • Chants, rhymes, songs

31
3 Text-rich environment and curriculum
  • Active engagement with books and writing
    (children and parents)
  • Meaningful interactions with print media
  • Talking about books contributes to comprehension,
    vocabulary AND to oral language
  • Seeing self in books is crucial to literacy
  • Purchased books for variety of genre, linked to
    themes, bilingual

32
4 Language developed through enriched
curriculum
  • Language as a vehicle for learning and expression
  • Emphasis on ACADEMIC language
  • To close achievement gap requires access to full
    curriculum
  • Equity issue
  • Science and the arts are powerful subjects and
    opportunities for language development
  • Thematic units

33
5 Affirming Learning Environment
  • Affective filter and language learning
  • The HIGHEST expectations
  • A culture and climate of respect and inclusion -
    culturally responsive classrooms
  • Relationship between healthy socio-emotional
    development and sense of safety

34
  • Strong home-school partnerships
  • Linguistic and cultural congruity
  • Care with messages about relative worth of family
    languages and cultures
  • Literacy practices of parents are correlated with
    later success in English for children who are
    LOTE - so strengthening language practices in
    families is an important part of early education
    (encourage use and development of home language)

35
6 Teachers and Parents work together
  • Education for ELs is enhanced when schools and
    families partner around childrens education
  • Parents can facilitate literacy development by
    using the language they know best and by using it
    in varied and extensive ways
  • School need to address barriers to involvement
  • Relationship between school and home is a
    crucial factor in healthy development of
    identity, and sense of belonging.

36
Attention to PreK - K school transition and
beyond
  • Two different systems - little connection
  • Preparation for academic success - kindergarten
    readiness is too low for academic success
  • The transition itself is a vulnerable time - need
    strategies and policies to support transition
  • Period from ages 3 to eight is critical for
    language development

37
The PreK-3 movement
  • Public schools nationwide are increasingly
    serving more 4 year olds and even 3 year olds
  • Instead of how to prepare children in ECE for K-
    view it as an articulated and connected schooling
    experience
  • Systems based integrated approach
  • Move away from separate notions of ECE and K-12 -
    focus on alignment (horizontal, vertical,
    temporal)
  • North Carolina/ Foundation for Child
    Development

38
Structure of SEAL pilot
  • 8 preschools (community based and state-funded
    preschools) on 4 elementary school sites in
    Redwood City School District and San Jose Unified
    School District
  • Cohort begins in preschool and will be followed
    through third grade

39
Working with the sites
  • Components are the foundation
  • No one size fits all, exact replication model
    or process
  • SEAL Lead teams reflect on their practices, build
    on their strengths, identify and plan to address
    gaps
  • TWBI, ABE and SEI

40
The SEAL process
  • Worked closely with district to align work and
    support
  • Set up an infrastructure of support
  • Reflective practice - continuing throughout the
    life of the pilot
  • Deep immersion in research, access to top
    research and researchers in the field,
  • focused on data

41
Professional Development
  • Silvia Duque Reyes, Side by Side
  • Kathy Escamilla, Literacy Squared - GLAD and
    PreK GLAD
  • California Reading and Literacy Project -
    Transfer and Houghton-Mifflin
  • Strategies for oral language development through
    text-engagement
  • Grade-level and cross-grade collaboration time -
    BY PROGRAM and integrated across programs

42
TWBI-ABE-SEI Basic educational principles
apply across early education settings.
  • Language development should occur in context
  • Developmental/play based preschool
  • Emphasis on rich and academic oral language
  • L1 developed to extent can be done - and always
    honored
  • Resources for enriched environment and books/text
  • Parent/home/school connection
  • More TIME - full day programs, multi-year summer
    bridge programs
  • Small ratios
  • Home visits (Parents as Teachers)

43
Use and work with local resources
  • Schmahl Science Workshops
  • Bilingual Authors
  • Families United for Literacy and Learning
  • Early Childhood Language Development Institute
    (SMCOE) for preschool providers and parents

44
Build connections across the PreK and K-3 systems
  • Articulation meetings and visits PreK-K
  • Support families and children in transitioning
    between and across the systems
  • Summer Bridge programs engage both grade-levels
    working together in the NEW setting
  • Seek professional development, assessments and
    strategies that can build similar learning
    conditions across the grades
  • Through data, research dialogue, build a SHARED
    VISION PreK - 3

45
The Evaluation/Research
  • Dr. Kathryn Lindholm-Leary
  • Longitudinal design following cohorts of students
    from entering preschool through third grade
  • Data points/analysis - PreK entry, K entry, First
    grade entry, end of third grade

46
Student Measures Pre K
  • Desired Results DRDP Revise (Spanish/English)
  • Pre LAS (Spanish/English)
  • Peabody Picture Vocabulary Test
  • Kindergarten School Readiness Checklist

47
Student Measures K ?
  • CELDT
  • Social Rating Scale
  • Self-Description Questionaire
  • Lindholm-Leary Student Attitude Scale
  • CST
  • Aprenda - Reading
  • STS

48
Classroom measures
  • Preschool - ECERS-R and ECERS-E
  • Classroom Assessment Scoring System (CLASS) -
    measures emotional and instructional climate
  • Language Use in Classroom
  • Staff quality and training

49
Family Context
  • Adaptation from ECLS Longitudinal Student and
    Lindholm-Leary Parent Scales - focus on language
    and literacy practices
  • Family involvement in school and childs education

50
Between now and 2014.
  • Videos of classroom practices
  • Reflection tools/observation tools
  • Readers
  • Research updates as data on cohort becomes
    available
  • Information on replication forums
  • Visits to the sites

51
Implications for the field
52
Importance of EL specific models and approaches
  • Professional development is essential
  • Build capacity across the system and partners to
    understand and respond to EL early education needs

53
Dont accept unforgivably low standards for
kindergarten readiness
  • Ability to decode in a second language does not
    foundation of language needed to comprehend more
    difficult texts in that second language
  • Ability to express basic needs and carry on a
    simple conversation is not a sufficient base for
    academic competency - language proficiency takes
    years!
  • Children need a sustained, consistent language
    development approach - focus on academic
    vocabulary, rich rich language in L1

54
Beyond readiness, beyond transition. build
connections between Preschools and K-3
  • Collaboration time, facilitated dialogues, visits
  • Shared professional development
  • Similar, articulated assessments and strategies
  • Attend to disjunctures in district planning and
    management
  • Longitudinal data

55
State and local policy needs to be flexible
  • No one program model fits all populations,
    contexts, capacities (multiple languages,
    homogeneous, English plus one other language,
    etc.)
  • Linguistically isolated, heavily impacted
    Hispanic/ Spanish-speaking communities can mount
    effective bilingual approaches

56
Thank you!
  • For more information, contact
  • Laurie Olsen, Director
  • Sobrato Early Academic Literacy
  • Lolsen_at_sobrato.org
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