# data[].attributes.body
in order for teachers to be properly trained

# data[].attributes.attachment_link.entities[].name
Training Richmond Residents for Careers in Solar Energy

# data[].attributes.attachment_link.title
Investing in Bilingual Preschool Teachers

# data[].attributes.attachment_link.description
Chevron supports Catholic Charities of East Bay's Project ACCESS (Advancing Child Care Education and Student Success) mentoring program, which helps low-income, limited-English-speaking Richmond and West County residents find jobs as early childhood education associate teachers. The program worked with 29 students (16 mentees and 13 mentors), and 12 of the participants are now employed.

# data[].attributes.body
About 20% of students, in the United States, speak more than one language by the time they reach Kindergarten. This means that some students learn English or enhance their English skills in preschool.  Preschool teachers are struggling to incorporate both the student’s native language and English within a classroom. Teachers tend to lack the knowledge of how to implement cross-culture effectively. The environments that the children are placed into often do not support dual language learners. It is important to educate and train teachers accordingly to make sure they know and understand how to support ESL/ ELL students in a preschool classrooms. Teachers need to be trained on how to educate ESL/ELL students within a multilingual classroom. The suggested solution would aim for bilingual students to not be discouraged in order to learn in both languages and would want to participate within the classroom while also receive a well rounded education.

# data[].attributes.body
1. Teachers fail to acknowledge/ implement an understanding of cross-cultures within a classroom. Students do not feel comfortable participating within classrooms (Gort, 2013).
2. Teachers tend to give up on bilingual students for taking time away form proficient students (Dockrell, 2010).
3. Teachers fail to know the students native language (Burchinal, 2012).
4. There are not enough trained ESL teachers to teach an ESL curriculum (Evans).
5. The environment often does not support the ESL/ ELL students (Burchinal, 2012).
6. Children who are tested because they are bilingual often fail state bilingual test because they cannot comprehend English concepts. Therefore they are placed into special education classes that are not helpful (Dockrell, 2010).

# data[].attributes.body
1. Make all papers given to students in both languages
2. Make sure to include the student's culture in order to feel welcomed/respected within the classroom
3. Learn some of the students native language. Greet them in their language every morning or give positive reinforcement in their native language.

4. Do not ignore the fact that your bilingual students speak more than one language.
5. If resources are allowed, be sure to ask for a teacher that speaks the child's native language.

6. Teachers do not turn away their students when they cannot comprehend the proficient language.

# data[].attributes.body
Burchinal, M., Field, S., López, M. L., Howes, C., & Pianta, R. (2012). Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners. Early Childhood Research Quarterly, 27(2), 188-197. doi:10.1016/j.ecresq.2011.11.003

Dockrell, J. E., Stuart, M., & King, D. (2010). Supporting early oral language skills for English language learners in inner city preschool provision. British Journal Of Educational Psychology, 80(4), 497-515. doi:10.1080/09541440440000005

Evans, C., Arnot-Hopffer, E., & Jurich, D. (2005) Making ends meet: Bringing bilingual education and mainstream students together in preservice teacher education. Equity & Excellence in Education, 38: 75-88.

Gort, M., & Pontier R. W. (2013). Exploring bilingual pedagogies in dual language preschool classrooms. Language and Education  Vol. 27(3), 223- 245

Investing in bilingual preschool teachers [Video]. (2003, April 30).

Worthington, E., Maude, S., Hughes, K., Luze, G., Peterson, C., Brotherson, M., & ... Luchtel,  M. (2011). A Qualitative Examination of the Challenges, Resources, and Strategies for Serving Children Learning English in Head Start. Early Childhood Education Journal, 39(1), 51-60. doi:10.1007/s10643-010-0440-y

# data[].attributes.body
What strategies prove to be most effective for the success of ESL students in a preschool setting?