Part 1 | Part 2 Dual Language Learners Landing Pad
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At younger and younger ages, children are negotiating difficult transitions between their home and educational or developmental settings. With increasing frequency, those transitions require an adaptation to two or more diverse sets of languages or dialects. This landing pad highlights research, policies, and position statements (Why Do It?), print materials (Read All About It), videos and DVDs (See for Yourself), and Web resources (Find It Online) to support young dual language learners (DLL) or dual dialect learners (DDL). Featured resources are high-quality, readily available, and no-cost or low-cost. A special section (Virginia Guidance) features Web sites, organizations, and other state-specific resources. Dual Language Learners Landing Pad Part 1 | Part 2 Why Do It? Find It Online See For Yourself Virginia Guidance Read About It
Transcript of Part 1 | Part 2 Dual Language Learners Landing Pad
At younger and younger ages, children are negotiating difficult
transitions between their home and educational or developmental
settings. With increasing frequency, those transitions require an
adaptation to two or more diverse sets of languages or dialects. This
landing pad highlights research, policies, and position statements
(Why Do It?), print materials (Read All About It), videos and DVDs
(See for Yourself), and Web resources (Find It Online) to support
young dual language learners (DLL) or dual dialect learners (DDL).
Featured resources are high-quality, readily available, and no-cost or
low-cost. A special section (Virginia Guidance) features Web sites,
organizations, and other state-specific resources.
Dual Language Learners Landing Pad Part 1 | Part 2
Why Do It? Find It Online See For You
rself Virginia Guidance
Read About It
Responsiveness to ALL Children, Families, and Professionals: Integra�ng Cultural and
Linguis�c Diversity into Policy and Prac�ce. For op�mal development and learning of all
children, individuals who work with children must respect, value, and support the culture,
values, and languages of each home and promote the ac�ve par�cipa�on of all families. This
posi�on statement from the Division for Early Childhood (DEC) highlights culturally and
linguis�cally responsive prac�ces for personnel and programs that serve infants, toddlers,
young children and families. A brief synthesis of these prac�ces is provided in the execu�ve
summary.
h�p://www.dec-‐sped.org/uploads/docs/about_dec/posi�on_concept_papers/
Posi�on%20Statement_Cultural%20and%20Linguis�c
%20Diversity_updated_sept2010.pdf (posi�on statement)
h�p://www.dec-‐sped.org/uploads/docs/about_dec/posi�on_concept_papers/
Posi�on%20Statement_Cultural%20and%20Linguis�c%20Diversity_Exec
%20Summary_updated_sept2010.pdf (execu�ve summary)
Why Do It?
The Cogni�ve Consequences of Early Bilingualism. The study of
bilingual children shows that learning and using two languages
may posi�vely affect fundamental aspects of cogni�ve and neural
development that influence how knowledge is acquired and used.
The posi�ve effects of bilingualism are seen most profoundly in
what are known as execu�ve func�on or self-‐control tasks, and in
how the knowledge that young bilingual speakers have in one
language is transferred to the other language.
h�p://www.class.uh.edu/psyc/cogdev/__docs/publica�ons/
Zero_Yoshida.pdf
Early Dual Language Learning. Organized in a ques�on and
answer format, this ar�cle reviews common concerns about dual
language learning, reviews per�nent research, and offers
sugges�ons about dual language learning during the infant-‐
toddler period.
h�p://main.zerotothree.org/site/DocServer/29-‐1_Genesee.pdf
Why Do It? Find It Online
For Yourself
Virginia Guidance
Part 1 | Part 2
Read About It See
Beyond Words: Effec�ve Use of Translators, Interpreters, and Cultural Mediators
This DVD addresses the need to have well-‐trained interpreters, translators, and
cultural mediators using a team approach. It examines recent trends in school
demographics and offers specific training on how to resolve cultural
misunderstandings between schools and families, how to develop trust and
empathy between families and professionals, how to employ the best strategies for
transla�on and interpreta�on in school se�ngs. The bilingual Spanish/English DVD
includes a downloadable companion booklet and handouts. This DVD is available
from Landlocked Films for $59.95.
See For Yourself
Why Do It? Find It Online
For Yourself
Virginia Guidance
Part 1 | Part 2
Language and Culture: Respec�ng Family Choices
How do bilingual/bicultural families make choices about what
languages their children speak at home and at school? How can
educators and providers support and inform this decision-‐making
process? Should these choices be different for a child with an
iden�fied special need? What are the long-‐term cultural
consequences of preserving the languages of one’s heritage, or of
losing them? This film by Susan Moore and Clara Pérez-‐Méndez
addresses these issues through interviews with a wide variety of
people, from recent immigrants to the great-‐grandchildren of
Na�ve Americans. This video/DVD is available in English or Spanish
from Landlocked Films for $53.95.
Read About It See
Early Childhood Learning & Knowledge Center (ECLKC). The Office of Head Start’s ECLKC has many free resources related to young dual language learners. These include a list of free mul�media resources and a bilingual (English-‐Spanish) glossary.
h�p://eclkc.ohs.acf.hhs.gov/hslc/Dual%20Language%20Learners (general informa�on) h�p://eclkc.ohs.acf.hhs.gov/hslc/Dual%20Language%20Learners/DLL_%20Resources/GuidetoDualLan.htm (mul�media resources) h�p://eclkc.ohs.acf.hhs.gov/hslc/Espanol/glosario/bilingual-‐glossary-‐glosario-‐bilingue-‐062012.pdf (glossary)
Colorín Colorado. Colorín Colorado is a bilingual (Spanish/English) website for Spanish-‐speaking parents from the Reading Rockets Project. The website offers parents advice on how to encourage reading at home, how to help children succeed at school, fun reading �ps and ac�vi�es, suggested books and stories, handouts, and links to related resources. h�p://www.colorincolorado.org
Find It Online Part 1
Building Culturally & Linguis�cally Competent Services to Support Young Children, Their Families and School Readiness. The purpose of this tool kit is to provide guidance, tools, and resources that will assist communi�es in building culturally and linguis�cally competent services, supports, programs, and prac�ces related to young children and their families. Areas of emphasis include diversity and the cultural context of the family and community, the impact of culture on child development, planning and implemen�ng culturally and linguis�cally competent services, and strategies for preparing culturally competent personnel. http://www.aecf.org/upload/publicationfiles/hs3622h325.pdf Center for Early Care and Educa�on Research – Dual Language Learners (CECER-‐DLL). This na�onal research center is charged with advancing the capacity of the research field to improve assessment and measurement and examine and improve early care and educa�on prac�ces. The ini�a�ve targets children who are dual language learners (birth-‐age 5) and their families across se�ngs. The Center’s Web site is a good place to find a defini�on of dual language learners. h�p://cecerdll.fpg.unc.edu
Why Do It? Find It Online
For Yourself
Virginia Guidance
Part 1 | Part 2
Read About It See
Challenging Common Myths about Young English Language Learners
Educa�onal outcomes for young English Language Learners (ELL) who are from
three to eight years old can improve if we abandon outdated misconcep�ons
and inform our prac�ces with current scien�fic findings. Author Linda Espinosa
challenges six commonly held beliefs about the development of young children
who are learning English as their second language and presents research
evidence, drawn from a variety of disciplines, which can be�er shape
educa�on policies and prac�ces for all children.
h�p://www.fcd-‐us.org/resources/challenging-‐common-‐myths-‐about-‐young-‐
english-‐language-‐learners
Dual Language Learners in Early Care and Educa�on Se�ngs
This short ar�cle highlights ways in which early childhood professionals can
support young dual language learners and their families.
h�p://www.zerotothree.org/site/R?i=V2R04ARLwVgNuhXZ3hwI-‐A
Find It Online Part 2
Dual Language Learning: What Does It Take?
An extensive review of current policies and prac�ces, coupled with research on
what works and what doesn’t, has led to this document, which captures relevant
findings and recommenda�ons related to suppor�ng young dual language
learners and their families.
h�p://eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/Dual%20Language%20Learners
%20and%20Their%20Families/Learning%20in%20Two%20Languages/
DualLanguageLea.htm
Na�onal Clearinghouse for English Language Acquisi�on & Language
Instruc�on Educa�onal Programs (NCELA). NCELA offers a wealth of informa�on
about language instruc�on educa�onal programs, teacher quality, assessment
and accountability for ELL students, and parental and family involvement in
educa�on. h�p://www.ncela.gwu.edu
Why Do It? Find It Online
For Yourself
Virginia Guidance
Part 1 | Part 2
Read About It See
Ge�ng it RIGHT for Young Children from Diverse Backgrounds: Applying
Research to Improve Prac�ce. Linda Espinosa provides a compelling case,
based on current research findings, for intensifying our efforts in high
quality early educa�on – par�cularly targeted toward those children who
have been deemed “at-‐risk” for school failure. Central to this book are
successful teaching strategies for children who are not na�ve English
speakers and for whom li�le prac�cal guidance has been available. This
book is available from Pearson Higher Educa�on for $29.33.
h�p://www.pearsonhighered.com/product?ISBN=013222416X
Read About It
Why Do It? Find It Online
For Yourself
Virginia Guidance
Part 1 | Part 2
One Child, Two Languages: A Guide for Early Childhood Educators of
Children Learning English as a Second Language (2nd ed.). Reflec�ng 10
years of drama�c change in early educa�on — especially in cri�cal areas
like assessment and cultural diversity — this monograph provides up-‐to-‐
date research, usable informa�on, and essen�al tools to meet the needs of
second language learners in today's learning environments. The book is
available from Paul Brookes for $31.95.
h�p://products.brookespublishing.com/One-‐Child-‐Two-‐Languages-‐
P90.aspx
Read About It See
CLAS Act Virginia (Culturally & Linguis�cally Appropriate Health Care Services)
This Virginia Department of Health website offers resource guides and informa�on on
linguis�cally appropriate health care. Informa�on to support culturally appropriate
health care and mul�cultural prac�ces is also provided.
h�p://www.vdh.virginia.gov/ohpp/CLASact/default.aspx
Developmental Checklist Brochures & Posters
The Infant & Toddler Connec�on of Virginia has created public awareness materials,
including a checklist brochure (available in English, Chinese, Farsi, Korean, and
Vietnamese) and posters (available in English and Spanish).
h�p://www.infantva.org/Pr-‐PublicAwareness.htm
Virginia Guidance
Parent Educa�onal Advocacy Training Center (PEATC)
PEATC’s website is available in Spanish to support Spanish-‐
speaking family members and providers who are looking for
resources.
h�p://www.peatc.org/peatc.cgim?template=en_espanol
Virginia Board of Medicine – Prac��oner Informa�on
Use this website to search by loca�on, specialty, and language for
physicians in Virginia who speak languages other than English.
h�p://www.vahealthprovider.com/search_adv.asp
Why Do It? Read About It Find It Online
For Yourself
Virginia Guidance
Part 1 | Part 2
See
Virginia Early Intervention
Professional Development Center
Copyright © 2011 | Updated 2013
Virginia Commonwealth University | Partnership for People with Disabilities | www.eipd.vcu.edu
This professional development activity is supported by the Integrated Training Collaborative (ITC), with funding support from the Virginia Department of Behavioral Health and Developmental Services (DBHDS), American Recovery
and Reinvestment Act (ARRA)
