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Supporting the Development of Children who are Dual Language Learners in Early Childhood

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Increase your understanding of young children's learning and development through our extensive selection of research-based books, articles, and journals (Teaching Young Children and Young Children).

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Specific Strategies to Support Dual Language Learners (DLLs) When Adults Do Not Speak Their Language | ECLKC

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Find tips classroom staff and home visitors can use when they do not speak the languages of the children in their care.

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Early care and education professionals are in a prime position to support the development of dual language learners. The early childhood environment may be a dual language learner's first unknown social environment as well as their first time in a different cultural environment. When teachers provide dual language learners with positive environments that support children's language development, relationships with adults and peers, and connections to home, they support children in making the most of their "bilingual advantage" and help prepare them to make the most of later learning opportunities.

Create a welcoming and positive environment

A welcoming and positive environment in the classroom is key to fostering the development of dual language learners.

When children experience a welcoming and positive environment, they are more likely to develop confidence and positive self-esteem; effectively communicate their feelings; concentrate and learn; and succeed in group situations. Welcoming and positive environments send a message to children and their families that they are valued and respected.

An important first step toward creation of an environment that supports learning and development is to get to know children's families and backgrounds and build partnerships with families. Effective home-school partnerships help early care and education (ECE) professionals learn about children's families, involve families in children's learning, and create welcoming environments. To learn about children and families, ECE professionals need to gather information about children's early learning experiences and abilities. Each family's interests and home language, and children's abilities and needs, acquaint professionals with the unique characteristics and needs of their children.

The early childhood environment is an excellent setting for supporting the development of children's listening and speaking skills. Reading aloud to children helps to promote their language and literacy development. Offer a variety of books from different cultures and languages to create a welcoming and positive learning environment. Display environmental print, materials, and resources labeled in both English and the native language to provide visual cues to support learners (Espinosa and Magruder 2015). Incorporate materials that reflect children's cultural backgrounds to promote an appreciation for and understanding of diversity.

Promote positive relationships

Positive relationships with children serve as an important foundation for ECE professionals to promote the development of dual language learners.

Professionals can enhance their relationships with children when they are involved in learning with children, are consistent and firm, support children's positive behaviors, use classroom organization, and keep predictable classroom routines (Howes and Ritchie 2002). Positive adult-child relationships are especially important when monolingual English-speaking ECE professionals work with children who are dual language learners.

Dual language learners may feel withdrawn, insecure, and under stress (Saarni 1990). As dual language learners begin to learn their second language, they may have difficulty communicating, following directions, expressing ideas and feelings, and responding to questions consistently (Santos and Ostrosky 2002). They may go through a nonverbal period where they begin to gather information about how to communicate with their peers and adults in their second language. During this period, children often choose not to speak and may isolate themselves and take on the role of observer.

Teachers and children can communicate with each other using verbal and nonverbal approaches. Gestures, facial expressions, and other body movements like head nodding can be helpful for communicating in nonverbal ways. Use of phrases-greetings, invitations, directives, and compliments-in a learner's home language can help a teacher communicate with a dual language learner in a positive manner and avoid use of the home language only for discipline (Castro and Gillanders 2010).

Promote positive behaviors in children, support positive peer relationships, and create opportunities for children to play together to help integrate dual language learners into the classroom environment and community.

"I think the goal for early education in general is to try to promote language development, expose children to language, and make them talk as much as possible. When you are working with children who are dual language learners, the same principle applies, but in this case, what we need is to support them to talk and be exposed to language as much as possible in two languages, not just English." - Dr. Dina Castro

Build home-school partnerships

Effective home-school partnerships enhance the learning and language development of dual language learners.

Part of creating effective home-school partnerships involves finding effective ways to communicate with families of dual language learners (Breiseth, Robertson, and LaFond 2011). Staff members who speak the home language of dual language learners can help facilitate daily communication and develop a reliable process for translating documents and communicating by phone. ECE professionals can also look for ways to involve parents in the school community. Involvement may include classroom volunteering or sharing activities that draw upon parents' skills and hobbies. Family feedback on ways that they would like to be involved can help identify opportunities for family involvement.

To learn more about how to support dual language learners within your program, use Better Kid Care's module " Dual Language Learners: Strategies for Successful Opportunities in ECE "

Resources

Frank Porter Graham Child Development Institute:

Head Start:

NAEYC:
References

Breiseth, L., K. Robertson, and S. Lafond. 2011. "A Guide for Engaging ELL Families: Twenty Strategies for School Leaders." Colorín Colorado. Retrieved from http://www.colorincolorado.org/sites/default/files/Engaging_ELL_Families_FINAL.pdf.

Castro, D.C., E.E. García, and A.M. Markos. 2013. "Dual Language Learners: Research Informing Policy." Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Center for Early Care and Education-Dual Language Learners.

Child Trends. 2014. "Dual Language Learners." Child Trends Data Bank. Retrieved from http://www.childtrends.org/?indicators=dual-language-learners.

Espinosa, L.M., and E.S. Magruder. 2015. "Practical and Proven Strategies for Teaching Young Dual Language Learners." In Getting it Right for Young Children from Diverse Backgrounds: Applying Research to Improve Practice with a Focus on Dual Language Learners, 2nd ed., edited by L.M. Espinosa, 76-113. Upper Saddle River, NJ: Pearson.

Santos, R. M., and M.M. Ostrosky. 2002. Understanding the Impact of Language Differences on Classroom Behavior. What Works Briefs, Rep. No. 2. Champaign, IL: Center on the Social and Emotional Foundations for Early Learning.

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Dual Language Learners: Strategies for successful opportunities in ECE (Better Kid Care)

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In the United States, the number of children under the age of 17 living in non-English language households increased from 28% to 32% between 2004 and 2013 (Child Trends 2014). In two-thirds of these homes, Spanish is the language spoken-about 16 million children.

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Dual Language Learners in Early Childhood Education: Underserved or Misunderstood?

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Are DLLs underserved in early childhood education? One study finds that there are nuanced differences within the group.

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Reference for Culturally-Responsive practices in the classrom 

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Reference for Culturally-Responsive practices in the classrom 

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Tominey, S.L. & O’Bryon, E.C.  (2018). 45 strategies that support young dual language learners. Baltimore, MD: Paul H. Brooks Publishing Co.

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Background
Definition
Data for this indicator are taken from a survey, with English and Spanish versions, that is mailed to households, with follow-ups by phone and in person. Prior to 2007, the survey was offered in English only. With the survey, information is also given on how to complete the survey by telephone in English, Spanish, Chinese, Russian, Korean, or Vietnamese. Follow-up may also include an in-person survey with an interpreter. More information on how the American Community Survey strives to be inclusive of people who do not speak English is available here: https://www.census.gov/programs-surveys/acs/methodology/design-and-methodology.html (Chapter 9).

As used here, a dual language learner (DLL) is a child living in a household where at least one person older than five years speaks a non-English language. The household language was recorded as the language spoken by the first non-English speaker on the following list: householder, spouse, parent, sibling, child, grandchild, other relative, stepchild, unmarried partner, housemate, and other. Thus, some children designated as DLLs may speak only English, particularly if the non-English-speaking household member is a non-relative. A list of languages included in the various categories is available here: https://www2.census.gov/programs-surveys/acs/tech_docs/subject_definitions/2015_ACSSubjectDefinitions.pdf (pages 140-141)

Survey respondents were also asked whether children, ages five years and older, who spoke a language other than English at home, spoke English "very well," "well," "not well," or "not at all." Children who spoke only English at home were included with those who spoke English "very well."
Endnotes
[1] The Department defines English language learners as students served in programs of language assistance, such as English as a second language, high-intensity language training, and bilingual education.

[2] U.S. Department of Education. (2017). EDFacts data warehouse, 2014-15: LEP Enrolled. Washington, DC: Author. Retrieved from https://www2.ed.gov/about/inits/ed/edfacts/data-files/school-status-data.html.

[3] The U.S. Department of Education uses "English language learner," rather than dual language learner, so that is the term we used here in reference to school-age children.

[4] The U.S. Department of Education's list of accommodations includes extended testing time, small-group or one-on-one testing, and test directions (and, for math, test items) read aloud in Spanish. U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. (2013). NAEP accommodations increase inclusiveness. Retrieved from http://nces.ed.gov/nationsreportcard/about/accom_table.aspx.

[5] U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. (2018). Summary data tables for national and state sample sizes, participation rates, proportions of SD and ELL students identified, and types of accommodations. Retrieved from https://www.nationsreportcard.gov/math_2017/files/2017_Technical_Appendix_Math_State.pdf.

[6] The National Assessment Governing Board for the NAEP defines the Basic level as follows:

"Fourth-grade students performing at the Basic level should be able to locate relevant information, make simple inferences, and use their understanding of the text to identify details that support a given interpretation or conclusion. Students should be able to interpret the meaning of a word as it is used in the text.

"When reading literary texts such as fiction, poetry, and literary nonfiction, fourth-grade students performing at the Basic level should be able to make simple inferences about characters, events, plot, and setting. They should be able to identify a problem in a story and relevant information that supports an interpretation of a text.

"When reading informational texts such as articles and excerpts from books, fourth-grade students performing at the Basic level should be able to identify the main purpose and an explicitly stated main idea, as well as gather information from various parts of a text to provide supporting information."

U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. (2015). The NAEP Reading Achievement Levels by Grade. Washington, DC: Author. Retrieved from https://nces.ed.gov/nationsreportcard/reading/achieve.aspx#2009_grade4.

[7] The National Assessment Governing Board for the NAEP defines the Basic level as follows:

"Eighth-grade students performing at the Basic level should exhibit evidence of conceptual and procedural understanding in the five NAEP content areas. This level of performance signifies an understanding of arithmetic operations-including estimation-on whole numbers, decimals, fractions, and percents.

"Eighth-graders performing at the Basic level should complete problems correctly with the help of structural prompts such as diagrams, charts, and graphs. They should be able to solve problems in all NAEP content areas through the appropriate selection and use of strategies and technological tools-including calculators, computers, and geometric shapes. Students at this level also should be able to use fundamental algebraic and informal geometric concepts in problem solving.

"As they approach the Proficient level, students at the Basic level should be able to determine which of the available data are necessary and sufficient for correct solutions and use them in problem solving. However, these eighth-graders show limited skill in communicating mathematically."

U.S. Department of Education, National Center for Education Statistics. (2015). The NAEP mathematics achievement levels by grade. Washington, DC: Author. Retrieved from https://nces.ed.gov/nationsreportcard/mathematics/achieve.aspx#grade8.

[8] Fry, R. (2008). The role of schools in the English language learner achievement gap. Washington, DC: Pew Hispanic Center. Retrieved from http://www.pewhispanic.org/2008/06/26/the-role-of-schools-in-the-english-language-learner-achievement-gap/.

[10] Halle, T.G., Hair, E.C., Wandner, L., McNamara, M., & Chien, N. (2012). Predictors and outcomes of early vs. later English language proficiency among English language learners in the ECLS-K. Early Childhood Research Quarterly, 27(1), 1-20.

[11] Winsler, A., Burchinal, M. R., Tien, H-C., et al. (2014). Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables. Early Childhood Research Quarterly, 29(4), 750-764.

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Nearly one in three U.S. children lives in a household where a language other than English is spoken. Dual language learners have the potential to excel in an increasingly diverse society. However, their academic achievement lags behind that of children whose home language is English.

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Welcome Children & Families to Your Classroom

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Welcome Children & Families to Your Classroom

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11x: Welcome Children and Families to Your Classroom

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Use these tips to help ease transitions for families during the start of a new school year.

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How to Choose the Best Multicultural Books 

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How to Choose the Best Multicultural Books 

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Teaching Tools | Resources for Teachers from Scholastic

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Many Languages, Building Connections: Supporting Infants and Toddlers Who are Dual Language Learners  

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Many Languages, Building Connections: Supporting Infants and Toddlers Who are Dual Language Learners  

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Helping Children Play and Learning Together

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Helping Children Play and Learning Together

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Reference for Culturally-Responsive practices in the classrom 

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Reference for Culturally-Responsive practices in the classrom 

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Isik-Ercan, Z. (2017).  Culturally appropriate positive guidance with young children.  Young Children, 72(1). 15-21.

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Culturally appropriate guidance for toddlers NAEYC

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Leading Anti-Bias Early Childhood Programs  

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Leading Anti-Bias Early Childhood Programs  

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Anti-bias Education for Young Children & Ourselves 

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Anti-bias Education for Young Children & Ourselves 

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School Readiness & Social-Emotional Development : Perspectives on Cultural Diversity 

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School Readiness & Social-Emotional Development : Perspectives on Cultural Diversity 

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School Readiness and Social-Emotional Development _0

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Dual Language Learners & Social Emotional Development: Understanding the Benefits for Young Children 

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Dual Language Learners & Social Emotional Development: Understanding the Benefits for Young Children 

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Children who are dual language learners are those who are exposed to more than one language, either simultaneously or sequentially, during the early years of life when language acquisition is taking place. While we often hear about the English proficiency of these children, what do we know about their social-emotional development?

Recent scholarship has emphasized that young bilingual children typically demonstrate advantages in executive function skills (such as attention and inhibitory control) compared to their monolingual peers, and have different developmental trajectories than monolingual children in language and literacy development. Understandably, a lot of attention among researchers, practitioners and policymakers has been placed on supporting young dual language learners' language and literacy development given the importance of literacy skills as a foundation for initial and ongoing academic success. Strategies to address the school readiness of young dual language learners include, among others, promoting language development in English while still supporting the child's home language in both the preschool and home settings. But the development of social-emotional skills is also important to children's success in school and beyond.

There's a need to know more about the connection between dual language learning and the development of social-emotional skills that are critical to children's success in school and life. A recent review of scholarly literature published between 2000 and 2011 found only 14 peer-reviewed studies that examined social-emotional outcomes for young dual language learners in family, school, and peer contexts. Despite the small number of studies, a picture of dual language learners' social-emotional development has begun to emerge. Young dual language learners tend to be judged by teachers and observers as having than English-speaking monolingual peers. There are also some hints at aspects of the early care and education environment that lead to positive outcomes. For example, the use of the home language in the early childhood classroom by teachers is found to have a positive effect on teacher-child and peer relationships.

But there's a lot that we still don't know. For example, the research base is scant on studies of dual language learners' development in the social-emotional domain during infancy and toddlerhood. And there are few studies that track dual language learners' social-emotional development over time, from early childhood into the early school years. What's more, much of existing research is complicated by a lack of consistent definitions of dual language learners across analytic samples and datasets, a limited range of dual language learners represented (mainly Spanish-speakers, sometimes not distinguished by country of origin, and sometimes limited by geographic region of the U.S.), and by several methodological concerns including confounding between dual language learner status and other factors, such as immigrant status and socioeconomic status.

Despite these limitations, the existing studies suggest that dual language learners look as good as or better than monolingual children in social functioning in the early years of life. Thus, there appear to be advantages to dual language learning beyond more flexible mental ability; there may be benefits to social-emotional wellbeing, too.

Tamara Halle, Senior Research Scientist and Co-Program Area Director, Early Childhood Research, Child Trends
Marlene Zepeda, Professor Emerita, Department of Child and Family Studies, California State University, Los Angeles
Jessica Vick Whittaker, Research Scientist, Center for Advanced Study of Teaching and Learning, University of Virginia

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Dual Language Learners and Social-Emotional Development: Understanding the Benefits for Young Children - Child Trends

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Children who are dual language learners are those who are exposed to more than one language, either simultaneously or sequentially, during the early years of life when language acquisition is taking place. While we often hear about the English proficiency of these children, what do we know about their social-emotional development?

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Dual-Language Learners: Birth to Grade 3: Strategies for Teaching English  

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Dual-Language Learners: Birth to Grade 3: Strategies for Teaching English  

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In KG, we use Seesaw as a way to share student selected  learning and for teachers to communicate and update families. (Karen BM, SSIS, China)

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In KG, we use Seesaw as a way to share student selected  learning and for teachers to communicate and update families. (Karen BM, SSIS, China)

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Seesaw allows parents to communicate with teachers with photos, videos, notes, links etc and vice versa

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Many Languages, One Classroom: Teaching Dual and English Language Learners  

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Many Languages, One Classroom: Teaching Dual and English Language Learners  

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All our kids speak 2 or some 3 languages. We have found that -creating an inquiry driven classroom that allows freedom works for our kids as it gives them so much freedom to to explore and be creative, regardless of their language abilities. (Karen BM)

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All our kids speak 2 or some 3 languages. We have found that -creating an inquiry driven classroom that allows freedom works for our kids as it gives them so much freedom to to explore and be creative, regardless of their language abilities. (Karen BM)

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-We set up the classroom in centers which allows greater student agency and encourages kids to speak as they play an interact, around a common interest . (Karen BM SSIS, China)

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50 Multicultural Books that Every Child Should Know 

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50 Multicultural Books that Every Child Should Know 

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At the CCBC, we define "multicultural" literature as books by and about people of color and First/Native Nations individuals: African and African Americans, American Indians, Asian/Pacific and Asian Pacific Americans, and Latinos. This listing introduces 50 essential books and a range of authors and illustrators for children.

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The Bilingual Book of Rhymes, Songs, Stories, and Fingerplays  

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The Bilingual Book of Rhymes, Songs, Stories, and Fingerplays  

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Basics of Supporting Dual Language Learners 

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Basics of Supporting Dual Language Learners 

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Getting it Right for Young children from Diverse Backgrounds

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Getting it Right for Young children from Diverse Backgrounds

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The New Voices- Nuevas Voces: Guide to Cultural and Linguistic Diversity in Early Childhood 

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The New Voices- Nuevas Voces: Guide to Cultural and Linguistic Diversity in Early Childhood 

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One Child, Two Languages: Getting it Right for Young Children from Diverse Backgrounds

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One Child, Two Languages: Getting it Right for Young Children from Diverse Backgrounds

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Say What you See for Parents and Teachers  

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Say What you See for Parents and Teachers  

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Skilled Dialogue:  Strategies for Responding to Cultural Diversity in Early Childhood

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Skilled Dialogue:  Strategies for Responding to Cultural Diversity in Early Childhood

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Engaging Families of ELLs: Ideas, Resources and Activities   

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Engaging Families of ELLs: Ideas, Resources and Activities   

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Reaching Out to Latino Families of English Language Learners  

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Reaching Out to Latino Families of English Language Learners  

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Immigrant Parents and Early Childhood Programs: Addressing Barriers of Literacy, Culture and Systems Knowledge  

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Immigrant Parents and Early Childhood Programs: Addressing Barriers of Literacy, Culture and Systems Knowledge  

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Immigrant parents face significant barriers as they try to engage with their children's early educational experiences, including greatly restricted access for many due to limited English proficiency and functional literacy. Parental engagement is critical for young children's early cognitive and socioemotional development, and for their participation in programs that are designed to support early learning. Reducing the barriers to parent engagement in early childhood education and care (ECEC) programs would encourage school success, and help many young children of immigrants close the gaps in kindergarten readiness with their native peers.

Recent years have seen a rapid increase in the size and share of the U.S. young-child population with at least one immigrant parent, posing challenges to policymakers and front-line programs in the early childhood arena. These demographic changes are converging with efforts in many states to expand early childhood services and improve their quality. With one in four young children in the United States living in an immigrant family, efforts to build trust and establish meaningful two-way communication with these families is an urgent priority if system expansion efforts are to realize their purpose.

Many programs face difficulties engaging with immigrant and refugee parents who often require support building U.S. cultural and systems knowledge and in overcoming English language and literacy barriers. These difficulties have been exacerbated in recent years as adult basic education and English instruction programs, which early childhood programs such as Head Start had previously relied on to support parents in need of these skills, have been significantly reduced.

Against this backdrop, this report identifies the unique needs of newcomer parents across the range of expectations for parent skill, engagement, and leadership sought by ECEC programs, and strategies undertaken to address these needs. The study is based on field research in six states, expert interviews, a literature review, and a sociodemographic analysis.

I. Introduction II. Children of Immigrants and Their Parents: Selected Demographics
A. Young Children of Immigrants: Population Overview

B. Parent Characteristics: Factors Jeopardizing Meaningful Engagement
III. The Importance of Parent Engagement
A. History, Definition, and Typology

B. Importance of Parent Engagement Specific to Children of Immigrants
IV. Current Provisions for Parent Engagement
A. Federal Programming

B. Family Literacy and Dual-Generation Strategies

C. Foundational Adult Basic Education, Literacy, and English-Instruction Programming
V. Research and Findings VI. Conclusion and Recommendations

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Immigrant Parents and Early Childhood Programs: Addressing Barriers of Literacy, Culture, and Systems Knowledge

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This report identifies the unique needs of immigrant parents as they try to engage with early childhood education and care programs. Parent engagement is a critical component of kindergarten readiness, but many immigrant parents face formidable barriers to participation. The report explores federal and local efforts for immigrant parents of young children and offers recommendations for better meeting their needs.

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Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning

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Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning

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Young Dual language Learners: A Guide for PreK-3 Leaders

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Young Dual language Learners: A Guide for PreK-3 Leaders

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Professional Organizations to support your Teaching Practices in U.S   

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Professional Organizations to support your Teaching Practices in U.S   

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1. National Association for Bilingual Education

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Since 1975, the National Association for Bilingual Education (NABE) has been a non-profit membership organization that works to advocate for educational equity and excellence for bilingual/multilingual students in a global society.

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Professional Organizations to support your Teaching Practices in U.S

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Professional Organizations to support your Teaching Practices in U.S

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2. National Association for Multicultural Education

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National Association for Multicultural Education

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The National Association for Multicultural Education, (NAME) knows, however, that the recent college bribery scandal reveals new layers of how celebrity, money, power and white privilege have made admission to elite colleges and universities anything but fair.

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Professional Organizations to support your Teaching Practices in U.S

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Professional Organizations to support your Teaching Practices in U.S

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3. National Associations for School Psychologists

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National Association of School Psychologists (NASP)

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NASP Practice Model

The NASP Model for Comprehensive and Integrated School Psychological Services, also known as the NASP Practice Model, represents NASP's official policy regarding the delivery of school psychological services. The model was updated as part of the NASP 2020 Professional Standards revision and builds on the success of the 2010 standards in advancing the comprehensive role of school psychologists across the country.

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National Association of School Psychologists (NASP)

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The NASP Model for Comprehensive and Integrated School Psychological Services, also known as the NASP Practice Model, represents NASP's official policy regarding the delivery of school psychological services. The model was updated as part of the NASP 2020 Professional Standards revision and builds on the success of the 2010 standards in advancing the comprehensive role of school psychologists across the country.

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Professional Organizations to support your Teaching Practices in U.S

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Professional Organizations to support your Teaching Practices in U.S

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4. National Center for Cultural Competence

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NCCC is to increase the capacity of health care and mental health care programs to design, implement, and evaluate culturally and linguistically competent service delivery systems to address growing diversity, persistent disparities, and to promote health and mental health equity.

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Professional Organizations to support your Teaching Practices in U.S

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Professional Organizations to support your Teaching Practices in U.S

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5.  The National Clearinghouse for English Language Acquisition

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The Knowledge Center helps curate, communicate, and connect knowledge about Head Start to the world. These resources are used by families, communities, programs, researchers, and policymakers to support the future of our nation's most at-risk children.

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Professional Organizations to support your Teaching Practices in U.S

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Professional Organizations to support your Teaching Practices in U.S

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6. NAEYC

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Promoting high-quality learning by connecting practice, policy, and research

Please note, there will be an inventory count in NAEYC's online store on Monday, September 9. All online orders processed after 4 pm on September 5 will be shipped after Wednesday, September 11.

Discover how to take charge of your accreditation process. Log in to the Early Learning Program Accreditation Portal!

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Promoting high-quality learning by connecting practice, policy, and research Please note, there will be an inventory count in NAEYC's online store on Monday, September 9. All online orders processed after 4 pm on September 5 will be shipped after Wednesday, September 11. Discover how to take charge of your accreditation process.

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Colorin Colorado! A bilingual sites for educators and families of English Language Learners

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Colorin Colorado! A bilingual sites for educators and families of English Language Learners

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Tominey & O'Bryon (2018) include this list:

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Tominey & O'Bryon (2018):

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Tominey & O'Bryon (2018)

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National Center for Cultural Competence 

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National Center for Cultural Competence 

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The mission of the NCCC is to increase the capacity of health care and mental health care programs to design, implement, and evaluate culturally and linguistically competent service delivery systems to address growing diversity, persistent disparities, and to promote health and mental health equity.

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The mission of the NCCC is to increase the capacity of health care and mental health care programs to design, implement, and evaluate culturally and linguistically competent service delivery systems to address growing diversity, persistent disparities, and to promote health and mental health equity.

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National Association for Multicultural Education 

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National Association for Multicultural Education 

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NAME tribute to Rev. C. T. Vivian & Congressman John Lewis
The National Association for Multicultural Education (NAME) mourns the loss of two civil rights giants - the Rev. Cordy Tindell "C.T." Vivian, 95, and U.S. Rep. John Robert Lewis, 80. Vivian died of natural causes; Lewis died after a battle with pancreatic cancer. Each worked and marched with the Rev. Martin Luther King Jr. during the Civil Rights Movement in the 1960s prior to King's assassination on April 4, 1968, in Memphis. They strived with diverse groups to change the nation through nonviolent protests so that people of color would finally be included in the constitutional guarantees of the United States. Lewis, who served as the U.S. Representative for Georgia's 5 th Congressional District from 1987 until his death, characterized these struggles as "good trouble." He has been called the conscience of Congress. For their life-long labor for social justice, each received the nation's highest civilian honor, the Presidential Medal of Freedom, from President Barack Obama, the nation's only Black president.

In addition to marching with King during the Civil Rights Movement, Lewis and Vivian represented the hope for equal rights growing out of the 1954 Brown v. Topeka Board of Education decision, ending legal segregation. But they also symbolized Black people's impatience to the foot-dragging and outright resistance of the U.S. to become a fully integrated and inclusive nation.

In his lifetime, Lewis was arrested dozens of times in protests against racial and social injustice. He participated in sit-ins to integrate lunch counters in the South and was among "Freedom Riders" whose trips on Greyhound buses into the South were an organized push to integrate buses nationwide. At age 23, Lewis was thought to be the youngest speaker during the Aug. 28, 1963, March on Washington for Jobs and Freedom. The March led to the Civil Rights Act of 1964. On March 7, 1965, Lewis was among marchers attempting to cross the Edmund Pettus Bridge and walk 54 miles from Selma, Ala., to Montgomery in a national protest for voting rights. In spite of Alabama Gov. George Wallace's promise to prevent the march, about 600 people gathered for the nonviolent protest. They were led by Lewis, a Student Nonviolent Coordinating Committee leader, and Southern Christian Leadership Conference leader Hosea Williams. The marchers encountered heavily armed state and local police who attacked the peaceful gathering with clubs. Lewis, who was among the injured, suffered a skull fracture. Like the police killings of Eric Garner on July 17, 2014, in New York City and George Floyd on May 25, 2020, in Minneapolis - both pleading, "I can't breathe" - law enforcement's "Bloody Sunday" assault 55 years ago on marchers stunned the nation and gave President Lyndon B. Johnson the political support he needed for the passage of the Civil Rights Act of 1965. King attempted to lead a second march on March 9, 1965, but he ended the civil disobedience action when law enforcement officers again blocked the road. On March 21, 1965, with the protection of U.S. Army troops and federalized Alabama National Guardsmen, the march proceeded. Initially about 300 people were in the march, but thousands joined them on the journey with King addressing the crowd in front of the Alabama State Capitol in Montgomery.

Vivian was also a powerful advocate in the struggle for racial justice, working with King in the Southern Christian Leadership Conference. Like Lewis, he also was among the "Freedom Riders," seeking to integrate buses and terminals in the South. With other ministers, Vivian also helped found the Nashville Christian Leadership Conference, an affiliate of the SCLC. The group organized marches and sit-ins. In addition to the Civil Rights Movement, Vivian helped create a college readiness program for children kicked out of school for protesting racism. It was so successful, it became the model for the U.S. Department of Education's Upward Bound program, whose purpose was to improve high school and college graduation rates for underserved students. In the late 1970s, Vivian also founded the National Anti-Klan Network, dedicated to monitoring the Ku Klux Klan.

NAME and our members know that Lewis' and Vivian's passing needs to be answered with more people becoming equity and social justice activists to continue the work that these civil rights giants started. Lewis and Vivian cannot be replaced and certainly will be missed. However, the stories of their work will live on forever in the historical teachings of multicultural education, inspiring more people to work for a better America. Indeed, today's protests against anti-Black violence continue in the footsteps Lewis and Vivian took. To truly honor these great men, we must act, as they did. We must engage. Engage in your community, engage with NAME and other social justice organizations. We must vote and help get out the vote. And we must lead with love, even when hate is easier.Email:

Action@NAMEorg.org

To download and share this statement, click here.

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National Association for Multicultural Education

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NAME tribute to Rev. C. T. Vivian & Congressman John Lewis The National Association for Multicultural Education (NAME) mourns the loss of two civil rights giants - the Rev. Cordy Tindell "C.T." Vivian, 95, and U.S. Rep. John Robert Lewis, 80. Vivian died of natural causes; Lewis died after a battle with pancreatic cancer.

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Immigrant parents face significant barriers as they try to engage with their children's early educational experiences, including greatly restricted access for many due to limited English proficiency and functional literacy. Parental engagement is critical for young children's early cognitive and socioemotional development, and for their participation in programs that are designed to support early learning. Reducing the barriers to parent engagement in early childhood education and care (ECEC) programs would encourage school success, and help many young children of immigrants close the gaps in kindergarten readiness with their native peers.

Recent years have seen a rapid increase in the size and share of the U.S. young-child population with at least one immigrant parent, posing challenges to policymakers and front-line programs in the early childhood arena. These demographic changes are converging with efforts in many states to expand early childhood services and improve their quality. With one in four young children in the United States living in an immigrant family, efforts to build trust and establish meaningful two-way communication with these families is an urgent priority if system expansion efforts are to realize their purpose.

Many programs face difficulties engaging with immigrant and refugee parents who often require support building U.S. cultural and systems knowledge and in overcoming English language and literacy barriers. These difficulties have been exacerbated in recent years as adult basic education and English instruction programs, which early childhood programs such as Head Start had previously relied on to support parents in need of these skills, have been significantly reduced.

Against this backdrop, this report identifies the unique needs of newcomer parents across the range of expectations for parent skill, engagement, and leadership sought by ECEC programs, and strategies undertaken to address these needs. The study is based on field research in six states, expert interviews, a literature review, and a sociodemographic analysis.

I. Introduction II. Children of Immigrants and Their Parents: Selected Demographics
A. Young Children of Immigrants: Population Overview

B. Parent Characteristics: Factors Jeopardizing Meaningful Engagement
III. The Importance of Parent Engagement
A. History, Definition, and Typology

B. Importance of Parent Engagement Specific to Children of Immigrants
IV. Current Provisions for Parent Engagement
A. Federal Programming

B. Family Literacy and Dual-Generation Strategies

C. Foundational Adult Basic Education, Literacy, and English-Instruction Programming
V. Research and Findings VI. Conclusion and Recommendations

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Immigrant Parents and Early Childhood Programs: Addressing Barriers of Literacy, Culture, and Systems Knowledge

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This report identifies the unique needs of immigrant parents as they try to engage with early childhood education and care programs. Parent engagement is a critical component of kindergarten readiness, but many immigrant parents face formidable barriers to participation. The report explores federal and local efforts for immigrant parents of young children and offers recommendations for better meeting their needs.

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Dual Language Learners: Strategies for successful opportunities in ECE

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Dual Language Learners: Strategies for successful opportunities in ECE

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Early care and education professionals are in a prime position to support the development of dual language learners. The early childhood environment may be a dual language learner's first unknown social environment as well as their first time in a different cultural environment. When teachers provide dual language learners with positive environments that support children's language development, relationships with adults and peers, and connections to home, they support children in making the most of their "bilingual advantage" and help prepare them to make the most of later learning opportunities.

Create a welcoming and positive environment

A welcoming and positive environment in the classroom is key to fostering the development of dual language learners.

When children experience a welcoming and positive environment, they are more likely to develop confidence and positive self-esteem; effectively communicate their feelings; concentrate and learn; and succeed in group situations. Welcoming and positive environments send a message to children and their families that they are valued and respected.

An important first step toward creation of an environment that supports learning and development is to get to know children's families and backgrounds and build partnerships with families. Effective home-school partnerships help early care and education (ECE) professionals learn about children's families, involve families in children's learning, and create welcoming environments. To learn about children and families, ECE professionals need to gather information about children's early learning experiences and abilities. Each family's interests and home language, and children's abilities and needs, acquaint professionals with the unique characteristics and needs of their children.

The early childhood environment is an excellent setting for supporting the development of children's listening and speaking skills. Reading aloud to children helps to promote their language and literacy development. Offer a variety of books from different cultures and languages to create a welcoming and positive learning environment. Display environmental print, materials, and resources labeled in both English and the native language to provide visual cues to support learners (Espinosa and Magruder 2015). Incorporate materials that reflect children's cultural backgrounds to promote an appreciation for and understanding of diversity.

Promote positive relationships

Positive relationships with children serve as an important foundation for ECE professionals to promote the development of dual language learners.

Professionals can enhance their relationships with children when they are involved in learning with children, are consistent and firm, support children's positive behaviors, use classroom organization, and keep predictable classroom routines (Howes and Ritchie 2002). Positive adult-child relationships are especially important when monolingual English-speaking ECE professionals work with children who are dual language learners.

Dual language learners may feel withdrawn, insecure, and under stress (Saarni 1990). As dual language learners begin to learn their second language, they may have difficulty communicating, following directions, expressing ideas and feelings, and responding to questions consistently (Santos and Ostrosky 2002). They may go through a nonverbal period where they begin to gather information about how to communicate with their peers and adults in their second language. During this period, children often choose not to speak and may isolate themselves and take on the role of observer.

Teachers and children can communicate with each other using verbal and nonverbal approaches. Gestures, facial expressions, and other body movements like head nodding can be helpful for communicating in nonverbal ways. Use of phrases-greetings, invitations, directives, and compliments-in a learner's home language can help a teacher communicate with a dual language learner in a positive manner and avoid use of the home language only for discipline (Castro and Gillanders 2010).

Promote positive behaviors in children, support positive peer relationships, and create opportunities for children to play together to help integrate dual language learners into the classroom environment and community.

"I think the goal for early education in general is to try to promote language development, expose children to language, and make them talk as much as possible. When you are working with children who are dual language learners, the same principle applies, but in this case, what we need is to support them to talk and be exposed to language as much as possible in two languages, not just English." - Dr. Dina Castro

Build home-school partnerships

Effective home-school partnerships enhance the learning and language development of dual language learners.

Part of creating effective home-school partnerships involves finding effective ways to communicate with families of dual language learners (Breiseth, Robertson, and LaFond 2011). Staff members who speak the home language of dual language learners can help facilitate daily communication and develop a reliable process for translating documents and communicating by phone. ECE professionals can also look for ways to involve parents in the school community. Involvement may include classroom volunteering or sharing activities that draw upon parents' skills and hobbies. Family feedback on ways that they would like to be involved can help identify opportunities for family involvement.

To learn more about how to support dual language learners within your program, use Better Kid Care's module " Dual Language Learners: Strategies for Successful Opportunities in ECE "

Resources

Frank Porter Graham Child Development Institute:

Head Start:

NAEYC:
References

Breiseth, L., K. Robertson, and S. Lafond. 2011. "A Guide for Engaging ELL Families: Twenty Strategies for School Leaders." Colorín Colorado. Retrieved from http://www.colorincolorado.org/sites/default/files/Engaging_ELL_Families_FINAL.pdf.

Castro, D.C., E.E. García, and A.M. Markos. 2013. "Dual Language Learners: Research Informing Policy." Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Center for Early Care and Education-Dual Language Learners.

Child Trends. 2014. "Dual Language Learners." Child Trends Data Bank. Retrieved from http://www.childtrends.org/?indicators=dual-language-learners.

Espinosa, L.M., and E.S. Magruder. 2015. "Practical and Proven Strategies for Teaching Young Dual Language Learners." In Getting it Right for Young Children from Diverse Backgrounds: Applying Research to Improve Practice with a Focus on Dual Language Learners, 2nd ed., edited by L.M. Espinosa, 76-113. Upper Saddle River, NJ: Pearson.

Santos, R. M., and M.M. Ostrosky. 2002. Understanding the Impact of Language Differences on Classroom Behavior. What Works Briefs, Rep. No. 2. Champaign, IL: Center on the Social and Emotional Foundations for Early Learning.

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Dual Language Learners: Strategies for successful opportunities in ECE (Better Kid Care)

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In the United States, the number of children under the age of 17 living in non-English language households increased from 28% to 32% between 2004 and 2013 (Child Trends 2014). In two-thirds of these homes, Spanish is the language spoken-about 16 million children.

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This workshop was written during my Masters of Education - Early Childhood. All the following references were used in compiling this presentation.

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The Seesaw Application is purchased through the school as an online application. All parents join the Family Seesaw to access their child's individual learning journal with voice, videos, photos, captions and notices for families.

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Everyday for 5 -15 mins, the children have Meeting time and children can select their choice of song to sing and move to.

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Each child has their favorite song/ verbal skills are enhanced through singing and each child is showing their voice through choice.

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Families send photos of students' holidays to share with the class. Teacher meets with each child individually to prompt and scribe the holiday stories using child words, parent input and the photographs (as you can see, other love to join in)

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When holiday stories are displayed children like to revisit their holidays and reflect through looking and talking about their family experiences.

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Students revisit the photo stories with peers to point, talk and find simliarities with theirs and others' family experiences.

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Traditional songs in  English and Chinese 

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Traditional songs in  English and Chinese 

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My Chinese co-teacher tells me that the translations are not so great in this resource but there are so many dialects of mandarin that they could be from a different area.

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Traditional stories in English from China and Tibet  

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Traditional stories in English from China and Tibet  

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Vocabulary  (English/Spanish) for Young Children  

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Vocabulary  (English/Spanish) for Young Children  

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Basic list of words needed in EY  Tominey, S.L. & O’Bryon, E.C.  (2018). 45 strategies that support young dual language learners. Baltimore, MD: Paul H. Brooks Publishing Co.

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Vocabulary Feelings words in Spanish/English 

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Vocabulary Feelings words in Spanish/English 

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Tominey, S.L. & O’Bryon, E.C.  (2018). 45 strategies that support young dual language learners. Baltimore, MD: Paul H. Brooks Publishing Co.

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Tominey, S.L. & O’Bryon, E.C.  (2018). 45 strategies that support young dual language learners. Baltimore, MD: Paul H. Brooks Publishing Co.

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Culturally Responsive Reading -Record a phrase that stands out for you below: (Don't forget to put your name on it) 

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Culturally Responsive Reading -Record a phrase that stands out for you below: (Don't forget to put your name on it) 

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Isik-Ercan, Z. (2017).  Culturally appropriate positive guidance with young children.  Young Children, 72(1). 15-21.

Presenter's Phrase:  Is there a norm when it comes to children's behavior?

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We connect with our families in our preschool program with a texting application called Talking Points. It translates English text messages from teachers to the parents in their home language. Parents can then reply in their home language and it translates it back to English for the teachers: www.talkingpts.org.

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Napa County Office of Education uses a bilingual Eng./Span. early literacy app called Footsteps2Brilliance. It has over 200 books and games that toggle back and forth easily from English to Spanish and includes Nursery Rhymes, letter tracing, patterning and sequencing activities, and many more. It is not a free app but we purchased a perpetual license that allows us to offer it to every preschool child (and their siblings) in the county for free. It’s appropriate for preK-3rd grade: www.footsteps2brilliance.com