Meeting the School Readiness Needs of Latino Dual Language ... · ¼ of all school aged children...
Transcript of Meeting the School Readiness Needs of Latino Dual Language ... · ¼ of all school aged children...
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Meeting the School Readiness Needs of Latino Dual Language Learners in the Early Childhood Classroom
NCELA is operated under contract ED-04-CO-0094/0002 from the US Department of Education to The George Washington University. Our mission is to provide technical assistance information to state education agencies,
local education agencies, and others regarding the education of English language learners.
August 23, 2013
Lisa LopézUniversity of South Florida College of Education
Sharon YandianOffice of Head Start, Administration for Children and Families, US Department of Health
& Human Services
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Dr. Lisa M. LDr. Lisa M. LóópezpezUniversity of South FloridaUniversity of South Florida
College of EducationCollege of Education
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Focused on Latinos in the U.S. Largest growing minority group ¼ of all school aged children
Developing an understanding of how young Latino Dual Language Learners (DLLs) develop skills necessary to be successful in school Look at home and school environment Look at assessment and curricula
My Research
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Harvard ECS Study Data (N=344)
(Tabors, Páez, & López, 2003)
This study was a sub-project of the DeLLS network directed by CAL and funded through NICHD and OERI (Grant # P01 HD39530) (PIs: Tabors and Páez). López was funded through an NSF Postdoctoral Fellowship (award # 0109201).
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Harvard ECS Study Data (N=344)
(Tabors, Páez, & López, 2003)
This study was a sub-project of the DeLLS network directed by CAL and funded through NICHD and OERI (Grant # P01 HD39530) (PIs: Tabors and Páez). López was funded through an NSF Postdoctoral Fellowship (award # 0109201).
Emergent BilingualsEmergent Bilinguals
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Harvard ECS Study Data (N=344)
(Tabors, Páez, & López, 2003)
This study was a sub-project of the DeLLS network directed by CAL and funded through NICHD and OERI (Grant # P01 HD39530) (PIs: Tabors and Páez). López was funded through an NSF Postdoctoral Fellowship (award # 0109201).
Emergent BilingualsEmergent Bilinguals
English Dominant Bilinguals
English Dominant Bilinguals
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Harvard ECS Study Data (N=344)
(Tabors, Páez, & López, 2003)
This study was a sub-project of the DeLLS network directed by CAL and funded through NICHD and OERI (Grant # P01 HD39530) (PIs: Tabors and Páez). López was funded through an NSF Postdoctoral Fellowship (award # 0109201).
Emergent BilingualsEmergent Bilinguals
English Dominant Bilinguals
English Dominant Bilinguals
Spanish Dominant Bilinguals
Spanish Dominant Bilinguals
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Harvard ECS Study Data (N=344)
(Tabors, Páez, & López, 2003)
This study was a sub-project of the DeLLS network directed by CAL and funded through NICHD and OERI (Grant # P01 HD39530) (PIs: Tabors and Páez). López was funded through an NSF Postdoctoral Fellowship (award # 0109201).
Emergent BilingualsEmergent Bilinguals
English Dominant Bilinguals
English Dominant Bilinguals
AdvancedBilingualsAdvancedBilinguals
Spanish Dominant Bilinguals
Spanish Dominant Bilinguals
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This is not just a North East phenomena
A peak into Florida
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n=246 (82%)
n=23 (7.7%)
n=20 (6.7%)
n=11 (3.7%)
Florida Data (N=300)Comparing to Normative Mean
FELLA-HS Funded by ACF/ OPRE 90YF0061
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n=74 (24.7%)
n=84 (28%)
n=65 (21.7%)
n=77 (25.7%)
Florida Data (N=300)Comparing to Sample Mean
FELLA-HS Funded by ACF/ OPRE 90YF0061
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I thought all dual language learners were the same!
How do I know what kind of Dual Language Learners will be in my class?
What will happen when these children come into my classroom?
What you might be saying to yourself…
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I thought all dual language learners were the same!
How do I know what kind of Dual Language Learners will be in my class?
What will happen when these children come into my classroom?
What you might be saying to yourself…
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Monolingual Language development moderated by SES
Types of Language Learners
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Monolingual Language development moderated by SES
Bilingual Simultaneous Sequential Continuum of Learning
Types of Language Learners
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I thought all dual language learners were the same!
How do I know what kind of Dual Language Learners will be in my class?
What will happen when these children come into my classroom?
What you might be saying to yourself…
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I thought all dual language learners were the same!
How do I know what kind of Dual Language Learners will be in my class?
What will happen when these children come into my classroom?
What you might be saying to yourself…
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Assessing DLLsMean Cluster Scores Across Time
English Spanish
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I thought all dual language learners were the same!
How do I know what kind of Dual Language Learners will be in my class?
What will happen when these children come into my classroom?
What you might be saying to yourself…
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I thought all dual language learners were the same!
How do I know what kind of Dual Language Learners will be in my class?
What will happen when these children come into my classroom?
What you might be saying to yourself…
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Children at different levels of dominance may act
differently.
DLL Stages of Language Development in an Early Childhood Classroom
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Children at different levels of dominance may act
differently. Advanced Bilinguals and English dominant kids may blend
right in may have difficulty with some vocabulary or sounds still benefit from support in Spanish
DLL Stages of Language Development in an Early Childhood Classroom
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Children at different levels of dominance may act
differently. Advanced Bilinguals and English dominant kids may blend
right in may have difficulty with some vocabulary or sounds still benefit from support in Spanish
Spanish dominant kids may need some time and some support in their home language emphasize the connection between the languages length of time will depend on individual characteristics
DLL Stages of Language Development in an Early Childhood Classroom
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Children at different levels of dominance may act
differently. Advanced Bilinguals and English dominant kids may blend
right in may have difficulty with some vocabulary or sounds still benefit from support in Spanish
Spanish dominant kids may need some time and some support in their home language emphasize the connection between the languages length of time will depend on individual characteristics
Emergent bilinguals will need the most help! Understanding the silent period is key!
DLL Stages of Language Development in an Early Childhood Classroom
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Why do these children look so different?
How am I going to be able to help them?
New questions you should be asking yourself by now…
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Why do these children look so different?
How am I going to be able to help them?
New questions you should be asking yourself by now…
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Home Language ExperiencesHome Literacy Experiences Language of books Book reading experiences Literacy activities
Parent Language Goals
Language Experiences
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The majority of families in my studies report speaking
mostly or all Spanish in the home
Parents speak Spanish to each other, even if they report language fluency in English If one parent doesn’t speak Spanish, amount of Spanish
spoken decreases
Home Language Experiences(López, Rodriguez, Scarpino, Hammer,
Bitetti, Goldstein, & Komaroff, 2012)
BIPA - Grant 7R01 HD051542-07, Funded by NIH-NICHD, ACF, EDOSEP/OSERS
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Home Language ExperiencesHome Literacy Experiences Language of books Book reading experiences Literacy activities
Parent Language Goals
Language Experiences
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Contextual factors have a significant effect on where children’s
language is at preschool Book Reading Home Literacy Activities
Exposure and Use of Spanish at home Lower initial English scores, but higher rate of growth in
English Higher initial Spanish scores, maintained significant growth in
Spanish
Social Factors Involved Parent Education Level Community Support for Home Language
Home Literacy Experiences
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Home versus School Exposure and Use
Home Literacy Experiences Language of books Book reading experiences Literacy activities
Parent Language Goals
Language Experiences
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“a veces me dice en inglés, yo no quiero hablar español,
y yo, tu no quieres hablar español a pues entonces tu no viajaras a puerto rico, o sí yo quiero ir a ver a abuela, y yo, a en puerto rico saben español, en puerto rico no saben inglés, um, pues yo hablo español”
(sometimes she tells me in English, I don’t want to speak Spanish, and I tell her, if you don’t want to speak Spanish then you won’t go to Puerto Rico, oh yes I want to go see grandma, and I tell her, in Puerto Rico they speak Spanish, they don’t speak English, um well I speak Spanish.)
Parent Language Goals(López & Tápanes, 2011)
Research funded by NSF (award # 0109201).
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Why do these children look so different?
How am I going to be able to help them?
New questions you should be asking yourself by now…
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Why do these children look so different?
How am I going to be able to help them?
New questions you should be asking yourself by now…
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Need to understand DLL children’s language
profiles across time in order to better understand how they are learning
What Should an Early Childhood Teacher do?
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Need to understand DLL children’s language profiles
across time in order to better understand how they are learning
Think about classroom context Attend DLL trainings Cultural competency
What Should an Early Childhood Teacher do?
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Classroom Context(Ramirez, López, & Ferron, 2013)
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Need to understand DLL children’s language
profiles across time in order to better understand how they are learning
Think about classroom context Attend DLL trainings Cultural competency
Provide extra language support to the Emerging Bilinguals – and everyone else!
What Should an Early Childhood Teacher do?
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Language Environment: Lead Teacher(Sawyer, Hammer, López, Blair, & Komaroff, 2013)
*Percentage of talk in Spanish is only calculated for Spanish proficient speakers (n=22)ESTRELLAS : Funded by NIH-NICHD Grant 5U01HD060296-05
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Need to understand DLL children’s language
profiles across time in order to better understand how they are learning
Think about classroom context Attend DLL trainings Cultural competency
Provide extra language support to the Emerging Bilinguals – and everyone else!
Make the classroom environment more welcoming to DLLs and their families
What Should an Early Childhood Teacher do?
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Discuss language goals and objectives with families Discuss individual children’s abilities, interests, and
needs If child does not speak any English, speak slowly, use
their home language, use gestures and pictures, talk about the here and now
Make sure there is a routine and organized structure in classroom
Involve the child Have them use home language
Creating a Culturally and Linguistically Appropriate Classroom
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Provide attention to child Have spaces for children to work on puzzles and
non-language specific activities Provide labels in home language as well as English. Provide cultural relics in the classroom Provide books or tapes in child’s language Invite family or community members to come read
to the children in home language
Creating a Culturally and Linguistically Appropriate Classroom
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Young Dual Language Learners: Gathering Background InformationChild & Family Language Background & Experiences
In order to support learning and development for children who are Dual Language Learners (DLLs), early childhood staff need to understand children’s backgrounds and experiences with more than one language. Staff should gather information from each child’s parents and family. By gathering enough information to get the full picture of a child’s overall language background, practitioners can “put together the puzzle” of his/her languages and use this information for curriculum planning, individualizing and supporting continued progress.
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Resources
Young Dual Language Learners: Gathering Background Information Child & Family Language Background & Experiences("Puzzle Piece" document)
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/dll_background_info.pdf
Strategies for Supporting all DLLs
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/dll-strategies.pdf
The presentation and an archive of this event will be available on NCELA’s website. www.ncela.gwu.edu/webinars
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Questions
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Thank you for participating in today’s webinar on “Meeting the School Readiness Needs of Latino Dual Language Learners in the Early Childhood Classroom”presented by Lisa Lopéz and Sharon Yandian, and hosted by the National Clearinghouse for English Language Acquisition, NCELA, located at the Graduate School of Education and Human Development at The George Washington University.
• For more information or if you have additional questions contact:Lisa Lopéz [email protected] Sharon Yandian [email protected]
• If you have additional questions regarding the webinar contact [email protected].
This webinar will be archived on NCELA’s website. To view archived webinars, please visit http://www.ncela.gwu.edu/webinars/