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Development and Young Dual Language Learners: What are Appropriate Outcomes?

Linda M. Espinosa, Ph.DEspinosal@missouri.edu.

NECTAC

October 28, 2012

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Definition of DLLs

“Dual language learners are children learning two or more languages at the same time, as well as those learning a second language while continuing to develop their first (or home) language.” (p.1)

Definition includes simultaneous and sequential second language learners

Distinctions are usually made in literatureIncludes English language learners (ELL) and

English as a Second Language (ESL) students

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Dual Language Learners are “At Risk”

for Low Levels Academic

Achievement

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NAEP 2009NAEP 2009

Scored at or above proficient in fourth grade reading:6% of ELLs36% of non-ELLs

Scored at or above proficient in fourth grade mathematics:12% of ELLs41% of non-ELLs

Scored below basic in 8th grade reading:74% of ELLs22% of non-ELLs

Scored at or above proficient in fourth grade reading:6% of ELLs36% of non-ELLs

Scored at or above proficient in fourth grade mathematics:12% of ELLs41% of non-ELLs

Scored below basic in 8th grade reading:74% of ELLs22% of non-ELLs

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Underserved or Inappropriately

Served Population

Attendance/Participation Rates

Achievement Patterns: K Entry; Third/Fourth Grade Reading and Math Scores

High School Completion and College Matriculation and Graduation

Adult Incomes; Percent in Poverty

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Recent Quality Improvement Efforts

RTT: Early Learning Challenge Grants

Intent: Improve early learning and development outcomes and K readiness for Children with High Needs

Requires: Comprehensive Assessment System aligned with State EL & D Standards…..Measuring outcomes and progress key tool to improve quality

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Standards>Outcomes>Assessment

49 States Have Published Comprehensive Early Learning Standards (all major domains of learning) 2010 Up from 15 in 2001-2002

40 States Funded Preschool Education in 2009-2010 Source: NIEER Yearbook, 2010

RTT ELC: Standards and assessments must be developmentally, linguistically, and culturally appropriate

EL Standards define the desired outcomes and

content of ECE

*Standards support positive development and learning Only if they emphasize significant, developmentally appropriate content and outcomes. (NAEYC, 2009)

*The question today is what are significant and developmentally appropriate outcomes for young DLLs.

*What do we know about the development of preschool DLLs? 04/21/238

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Needs of Young Dual Language Learners Only “Marginally” Addressed in State Early Learning Standards

Few explicitly address learning needs when children speak a language other than English in the home, e.g., standards are written with assumption children will attain same English benchmarks in same timeframe (Ex: Understands and uses age-appropriate grammar including present, progressive, and regular past tense @48 months)

* NCLR, 2010;2009; Wright & Copeman, 2007

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Seven States Recognize Home Language Other Than English

Acknowledge that some children will be learning through two languages

Achievement in Home Language evidence of age-appropriate language development

No guidance on:Language benchmarks in English or Home language:

How do the two languages interact during PreK years?Limited guidance on identification and assessment

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Eight States Address English Language Development (ELD)

Some describe stages and process of dual language development,CA Example: PS: ELD Domain: L, S, R, WStrands: 3 levels: B, M, LoCompetencies w/ examplesoNot tied to age

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Washington and Alaska Early Learning Guidelines

*Linguistic, cultural, and ethnic diversity woven throughout expectations for what and how children learn during PreK years

WA. Examples: Be aware and respectful of cultural differences in valuing independence;

Use vocabulary and phrases in children's home language when introducing new ideas or concepts

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Alaska Guidelines include indicators and strategies to support the

development of children's home language while acquiring English

*Alaska Ex: Goal 74, 36-60 months: Uses sentences in home language and begins to use single word or telegraphic speech in English*Provider Strategy: 1)Help child develop

reasoning skills through use of home language; 2)Devise strategies that home-school collaboration to reinforce home language and promote learning English

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State Early Learning Standards and Young DLLs:

Summary

*Most states do not explicitly address learning needs of DLLs: Assume English is language of learning and instruction

*Some states address culture and language in intro principles or generally in each standard, e.g., honor and respect home culture and language

*Few states have explicit learning expectations for home language and English

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OHS Child Development and Early Learning Framework,

2010

*Intent: To improve child outcomes and

*Serve as a lens for analyzing data in order to understand child progress and

*To identify areas that need additional resources and attention.

*Programs are to use culturally and linguistically appropriate assessments to capture what children who are DLLs know and can do in all areas of the Framework.

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11 Domains of Development in OHS

1. Physical Development & Health 2. Social & Emotional Development 3. Approaches to Learning 4. Language Development5. Literacy knowledge & Skills 6. Mathematics knowledge & Skills 7. Science knowledge & Skills 8. Creative Arts Expression9. Logic & Reasoning10. Social Studies knowledge & Skills 11. English Language Development

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Language Development: Language and Literacy

OHS: EL Skills: Uses increasingly complex and varied English vocabulary.

CA: L&L: (60 months) Understands and uses increasingly longer sentences, including sentences that combine 2-3 phrases or 2-3 concepts

CA: ELD: (Middle) Uses 2-3 word utterances in English to communicate

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What do we know about language/literacy development of young DLLs?

*In what ways are typically developing preschool DLLs the same as...or different from native English speakers?

*How does the child's home language (L1) influence development of English (L2)?

*Is there a typical developmental trajectory for English language development (ELD) during preschool years?

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Knowledge Limitations !!!

The research base for preschool dual language development is just emerging: Many unanswered questions.

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Some Areas with Consensus

Babies have capacity for learning multiple languages from first year: linguistic geniuses

Balanced early bilingualism is possible with sufficient high quality input in both

Cognitive, social, family, economic advantages to bilingualism

Home language vulnerable to attrition Proficiency in home language linked to

English acquisition: some home language knowledge and skills facilitate English learning

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Some emerging knowledge for DLLs: CECER-DLL & CA DLL "Best Practices"

*Brain development looks different for bilingual babies: greater neural density in some areas; separate language systems

*Human brain is highly sensitive to sounds and features of language during first few years of life.......decreases dramatically after age 7

*Human interaction is critical to learning language during first two years

*http://cecerdll.fpg.unc.edu/

*http://www.cde.ca.gov/re/di/or/cdd.asp

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Differences, cont.

Vocabulary development looks different: longer lexical retrieval time; smaller vocabularies in each language; conceptual vocabularies when combined in 2 languages comparable;Speech production somewhat slower;Grammatical development differed;Vocabulary and grammar correlated within language but not across languagesCross-language (L1-L2) influences varied by similarities of 2 languages

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Differences....

Preschoolers' code-switching demonstrates linguistic knowledge of 2 languages and serves several purposesSome cognitive advantages for bilinguals:

executive function: working memory, inhibitory control; suppressing interference; mental flexibility;

Alzheimer's protection... Some social emotional strengths:

pro-social competencies

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How might expectations/outcomes need to be adjusted based on emerging evidence about developmental trajectories for young dual language learners?

Four year old in a LAUSD Transitional Kindergarten classroom

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Example of language interaction for a young DLL

1. Age of first exposure to English

2. Amount and quality of exposure to and opportunity to use new language across contexts

2. Quality of ELD instruction

3. Family background characteristics

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Stage of ELD and rate of development depends on many factors

1. Parent family interviews that begin conversation about early language exposure and usage

2. Gain insight about family beliefs/preferences about language....and child

3. Some available now--CECER-DLL is field testing one this spring

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To understand language abilities and progress we must gather information from family

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Characteristics of Early Bilingualism

Stages of Sequential/Successive Bilingualism

1. Home Language use2. Non-Verbal/Observational Period3. Telegraphic/Formulaic Speech4. Productive Language

Young Dual Language Learners are Highly Variable-- Significant Implications for Accurate

Assessment of Important Outcomesvideo

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Consequences of Home Language Loss

Erasing a child's language or cultural patterns of language use is a great loss for the child. Children's identities and sense of self are inextricably linked to the language they speak and the culture to which they have been socialized. They are, even at an early age, speakers of their languages and members of their cultures. Language and culture are essential to children's identities.

Genesee et al., 2004, p.33

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Language Loss, cont.

Home Language loss linked to poor long-term academic outcomes (Slavin & Cheung, 2005; Oller & Eilers, 2002; Thomas & Collier, 2002)

Preschool children quickly can shift language preference to English (Wong-Filmore, 2000)

Linguistic and cognitive benefits to becoming fully bilingual (Bialystok, 2001, 2011; Winsler, et al., 1999)

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Challenge of Accurate Screening and Assessment

“In the early stages of bilingualism, children’s language skills are in flux, so there’s a huge range of proficiency in their second-language performance, which makes it difficult to distinguish between typical second-language differences and genuine language impairment,…..the result is that children from a linguistically diverse background are often over- or under-identified with a language disorder.”

E. Pena, 2011

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Some areas with less clear-cut research

*How much exposure to each language during preschool years?

*What does “ready for kindergarten” look like for dual language learners? Is it better to have maximum exposure to English or are strong home language skills more important for long-term academic success? (K Entry Assessment)

*How do English language benchmarks translate for dual language learners? (Normative info on development for DLLs is lacking; much more complex than monolingual development)

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More Research Needed

*How to support both home language development and English acquisition with current Early Childhood Workforce; Majority are monolingual and not well prepared for diversity

* How to assess progress and development in both languages?

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Where to Start?

*Review current standards and outcomes for alignment with state goals for first and second language development (diverse team with second language learning expertise),

*caveat when aligning with Common Core

*Revise/Supplement with most current research on early bilingualism and culturally competent development (need expert advisors)

*Extend comprehensive assessment system and outcomes to appropriately include DLLs

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Purpose for Assessment

Type of Measure/Procedure Recommended

Determination of Language Dominance

Parent/Family Survey with questions about language usage, interaction patterns, and language proficiencyTeacher observation of language usage across multiple contextsPossibly English language screenerAssessment team that answers following for each EL child: which language does the child have the most experience with, use more fluidly, and most often prefers to use (Genesee et al., 2004)?

Language Proficiency

Language samples across multiple settings (in small groups, with peers, with family members, etc.)Standardized language narratives (e.g., Renfrew Bus Story)Standardized language measures of receptive and productive capacity used cautiously (e.g., preLAS English and Spanish; ROWVT and EOWVT; Pre-IPT; BESA and/or Woodcock-Muñoz); at certain stages of English language development DLLs will know fewer vocabulary words in each language which is typical—not a language delay) Teacher ratings/observations; dynamic assessments, T-I-T

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Purpose for Assessment

Type of Measure/Procedure Recommended

Determination of Language Learning Disorder

Collect information from multiple measures and procedures in both languages(especially child’s dominant language; delays will show up in both languages)Use appropriate standardized tests of language abilities cautiouslyCollaborate with native language speakersObserve language usage across multiple settings, in and out of schoolTeam members make best professional judgment and update frequently

Language Outcomes

Informal assessments aligned with curriculum goals in language of instruction (DRDP, GOLD, focused teacher-child language interactions)Observational language assessment of ELD with guidanceCurriculum embedded assessments in English and home language if dual language programStandardized measures of language proficiency

How California Addressed Research on Early Standards, Outcomes, and Assessments for DLLs:

1. Designed ELD Standards for 3-5 year olds, not benchmarked by age:

(small group of experts on 2nd language development)2. Required assessment of all other domains in home language of DLLs

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CA ELD Goal: Child is progressing toward fluency in understanding English

CA ELD Goal: Child is progressing toward fluency in understanding English

Stage 2: Demonstrates understanding of a few English words and phrases for objects (nouns) and actions (verbs); begins to attend to group activities in English, may need physical cuesOften attends to others speaking EnglishShows increased participation in group

activities and joining in clapping, singing games

Adapted from DRDP PS@2010, California State Department of Education, Child Development Division

Stage 2: Demonstrates understanding of a few English words and phrases for objects (nouns) and actions (verbs); begins to attend to group activities in English, may need physical cuesOften attends to others speaking EnglishShows increased participation in group

activities and joining in clapping, singing games

Adapted from DRDP PS@2010, California State Department of Education, Child Development Division

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Teachers and Assessors Need Guidance Teachers and Assessors Need Guidance of Indicators of Typical Language of Indicators of Typical Language

Development of Dual Language Learners Development of Dual Language Learners for Instructional Decision-Makingfor Instructional Decision-Making

Teachers and Assessors Need Guidance Teachers and Assessors Need Guidance of Indicators of Typical Language of Indicators of Typical Language

Development of Dual Language Learners Development of Dual Language Learners for Instructional Decision-Makingfor Instructional Decision-Making

Need to know about process of second language developmentWhat it looks like--typically Rates of ProgressNormal Variations

New products will provide guidance!!

Need to know about process of second language developmentWhat it looks like--typically Rates of ProgressNormal Variations

New products will provide guidance!!

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We Are ALL at the Forefront of Improving Our Standards,

Programs, Policies, and Practices to Better Meet the Needs of Young Dual Language Learners and Their

Families

*Diversity has been written into the DNA of American life; any institution that lacks a rainbow array has come to seem diminished, if not diseased….Joe Klein

*Monolingualism is a disease that is easily cured!……Anonymous

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“When I was little and really wanted something, I prayed to God in two languages, just in case God didn’t know one of them. Knowing two languages opens many doors for children, ensuring that nothing is lost in the translation.” Rafael Guerra, Executive Director of East Coast Migrant Head Start Project

Let’s help ensure Dual Language Learners knowledge, abilities, and strengths are not lost in

translation!!!

Muchas GraciasMerci Beaucoup

谢谢

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THANK YOU!!!!!