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WIDA EY: Observing Language Use to Promote Dual Language Development

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WIDA EY: Observing Language Use to Promote Dual Language Development

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From WIDA Early Years: How to observe, document, and analyze observations to promote dual language development. Includes voices from the field and examples.

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USDHHS: Gathering and Using Language Information that Families Share

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USDHHS: Gathering and Using Language Information that Families Share

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From U.S. Department of Health and Human Services: How to gather information from the families of DLLs. Includes list of possible questions, what you learn from them, and why it matters.

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Gathering and Using Language Information Families Share

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CUNY - NYSIEB: Holistic Child Language Observation Protocol 

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CUNY - NYSIEB: Holistic Child Language Observation Protocol 

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From CUNY New York State Initiative on Emergent Bilinguals: a sample protocol for observing and recording language use of DLLs. Includes actions and context, words spoken, and non-verbal language, as well as reflection questions.

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Holistic Child Language Observation CUNY-NYSIEB

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WIDA EY: Planning for Dual Language Development

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WIDA EY: Planning for Dual Language Development

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From WIDA Early Years: How to plan in order to instruct and support language development of DLLs. Contains case studies and sample charts for recording observations of language use, including sociocultural context, receptive (hear and process) and expressive (produce) language use.

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WIDA EY: Assets-based, Language-focused Family Engagement for Dual Language Learners

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WIDA EY: Assets-based, Language-focused Family Engagement for Dual Language Learners

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From WIDA Early Years: An asset-based approach to language-focused family engagement. Includes possible questions for families, and how to learn about the language goals that families have for their children.

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CUNY-NYSIEB: Supporting Young Emergent Bilinguals 

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CUNY-NYSIEB: Supporting Young Emergent Bilinguals 

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From CUNY New York State Initiative on Emergent Bilinguals: Many resources available on this site for supporting DLLs and their language development. Scroll down to "learn with and from families" for questions to ask families.

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Young children with home or primary languages other than English (LOTEs) enter nurseries, pre-school, and kindergarten settings withemergent language repertoires that educators must recognize. These students, whom we refer to as young emergent bilinguals, or Emergent Multilingual Learners (EMLLs), arenot just developing emergent English skills- they are becoming multilingual and multiliterate. As teachers, we can find it challenging to learn about, sustain, and build upon young children's emergent multilingualism, especially if we do not speak their home languages. This resource is meant to help you understand, educate, and advocate for this student population.

The ideas and examples we share in this resource draw on the expertise and years of experience of the CUNY-NYSIEB support team, whose members have guided dozens of schools across New York State to develop best practices for Emergent Bilingual students, including those in early childhood programs. We draw on our core principles in all the work we do, which view bilingualism as a resource in education and support a multilingual ecology for the whole school.

Before we start, a quick note about language: If you are new to CUNY-NYSIEB's work, you may be wondering why we refer to students as we do. Labeling so often characterizes emergent bilinguals' learning experiences in school: they are called ELLs (English Language Learners), and in the case of those IEPs, SWDs (Students with Disabilities) or SPEDs (Special Education Students), all terms that emphasize what they can't do or the services they receive. We refer to these students as emergent bilinguals to emphasize their skills (bilingualism) and their growth potential (emergence).

I. Background Information on Young Emergent Bilinguals

How do we get to know Young Emergent Bilinguals?

Young emergent bilinguals are children from infancy to 2nd grade who are socialized in homes in which both English and a language other than English are heard. In some cases, the parents and/or siblings are bilingual themselves. In other cases, the parents only speak a language other than English, but children hear English on the television, the radio, and in the surrounding community. Because children are very young, they are developing both English and their home language simultaneously. These children usually enter school with receptive abilities that are typically more developed than their productive performances in either language.

What should teachers understand about the language of young emergent bilinguals?

There is No "Gap" in the Language of Young Emergent Bilinguals
While it is true that the language practices of multilingual children differ from those of monolingual children, we must recognize that the idea of a "language gap" is a fallacy. This "gap", which aims to describe the alleged disparity in vocabulary that students from underprivileged backgrounds enter school with (mostly bilingual and bidialectal children of color), is based on deficit views of marginalized communities. Their linguistic practices are stigmatized and seen as impoverished because the language practices of privileged monolingual communities have been extensively normalized (García & Otheguy, 2016). Educators must understand that young emergent bilinguals language in ways that are richer and more complex than the language typically recognized in schools.

Young Emergent Bilingual Children Translanguage Naturally
Bilingual infants experience language bilingually so, unlike monolinguals, they produce language bilingually when they begin to babble. Although parents recognize their initial sounds as attempts to say words in specific languages, young multilingual children deploy all of their language features freely, or translanguage, before they begin to realize that it is perceived as deficient by many adults. A 14-month-old's words, for example, might include "agua," "meow-meow" "milk," "guagua," "bus," and "choo-choo". Her words, accompanied by other meaning-making resources, such as gestures, pulling, crying, and onomatopoeic words, are meaningful and must be validated by those with whom she interacts, including her teachers.

The Language of Young Emergent Bilingual Children is Multimodal
Like all young children, the language of Emergent Multilingual Learners is multimodal. That is, young children use gestures, point, act, draw, sing, sign, and find numerous ways to communicate and make meaning. Therefore, many of the language practices young children use to play, ask and answer questions, tell a story, express feelings, and solve problems go beyond what many adults regard as language. Educators must validate the rich and organic multimodal language of young children before they can extend them.

What Can Early Childhood Programs do for Emergent Multilingual Learners?

Young emergent bilingual children flourish in early childhood programs that engage all of their linguistic and cultural identities. Educators should welcome their emergent multilingualism by creating spaces within their classrooms for bilingual languaging, bilingual literacy experiences, and bilingual play. In order to understand, validate, and extend a child's bilingualism, educators must maintain strong partnerships with their parents and families.

II. Using CUNY-NYSIEB Principles to Support Emergent Bilinguals in Early Childhood

In our experience working with schools, a few strategies have stood out as particularly promising for young emergent bilinguals in early childhood programs. Below, we highlight classroom examples from CUNY-NYSIEB cohort schools where these strategies have been successfully implemented. We distinguish between "school-based" and "classroom-based" practices, to differentiate between what we have seen successfully implemented on a schoolwide level and what individual teachers have accomplished with these students.

A. Supporting Young Emergent Bilinguals on a Schoolwide Level

Learn with and from families

Strong partnerships with parents and families are crucial for the success young emergent bilingual children. Schools should cultivate an environment where parents feel welcomed and are often reminded of the importance of continuing to develop their child's home language(s). It is also important to encourage family participation in schoolwide decision-making, moving beyond a mere family "involvement" paradigm to instead consider meaningful family engagement or even family leadership in schools (Menken, 2017). These collaborations need to be regular and ongoing throughout the year, not just seen as special enhancements to instruction.

Allotting time for teachers to learn with and from families of is essential. Families have a wealth of language and knowledge that can enrich the learning experience of all of the school community. Successful partnerships require educators to spend time talking to parents, learning about their social histories, their interactions, and their language/literacy use. Some schools organize orientations, community events, open-school days, and other opportunities for families to lead events and share their hobbies, interests, and backgrounds. Educators can also get to know families through in-person meetings, phone calls, or even home visits.

Some questions that teachers in our cohort schools have asked to learn more about their young multilingual students and their families include:

How would you describe your child?

What family members are in your child's life?

What do your family members do for a living?

What does your child enjoy doing on the weekends?

What are some of your family's favorite television shows? (In which languages?)

What variety of texts does your family have in your home? (i.e., books, newspapers, bibles, etc.) (Languages?)

Can you share some of your child's experiences with books and oral stories?

Do you share nursery rhymes and/or games from your own socio-cultural backgrounds with your child?

What genres does your family enjoy reading?

Can you think of the different purposes reading and writing play in your lives? (i.e., shopping lists, prayers, etc.) (Languages?)

What does your child enjoy playing? With whom? (In which languages?)

Does your child use the internet or any digital/online games? (In which languages?)

What else is your child interested in?

Is there anything else that you would like to share with us about your child?

Would you feel comfortable sharing your hobbies/skills/talents/interests with our class community?

Questions to Learn About Families' Linguistic Backgrounds:

What languages do your family members speak at home?

In what language do you speak to your child most of the time?

What languages does your child understand?

In what language does your child speak to you... to others?

What are some ways your child uses gestures or objects to communicate?

In what language does your child attempt to read/write?

In what languages do you sing, read, or tell stories to your child?

How has your child learned English so far (television shows, siblings, childcare, etc.)?

For more intake questions and ideas about getting to know multilingual children of early childhood ages, see "Right from the Start: A Protocol for Identifying and Planning Instruction for Emergent Bilinguals in Universal Prekindergarten".

Professional Development and Collaborative Planning for Teachers

Ongoing schoolwide support is imperative for educators to leverage young children's emerging bilingualism to enhance their learning. Teachers benefit from time and space for collaborative inquiry and planning that allows them to share expertise and reflect on their students' multilingual practices.

In one of our cohort schools, early childhood teachers organized a Professional Learning Community (PLC) around play and bilingualism. Teachers met once a week to share anecdotes, ideas, and challenges around play-based instruction that welcomes and builds on students' bilingualism. This collaborative space allowed the teachers to reflect on their own learning and implement new approaches in their classrooms.

For a guide to developing a PLC around early childhood and bilingualism, see our resource, " Professional Learning Community on Early Childhood Education and Bilingualism ".

B. Supporting Young Emergent Bilinguals at the Early Childhood Classroom Level

Holistically observe the language practices of young emergent bilinguals

To better understand and support the language development of young emergent bilinguals, teachers must observe them holistically and from a perspective of strength. This means that rather than focusing on the absence of specific words or attending to what is "appropriate" in one language or another, educators must focus on the messageof each interaction and the way students use all of their language (verbal and non-verbal) to express themselves and make meaning.

Educators can gain a broader perspective of multilingual children's linguistic repertoires by observing each child in various contexts and taking note of how and when the child interacts with others. Such continuous and holistic observations allow teachers to design ways of validating and extending the linguistic repertoires of young emergent bilinguals.

Validate, nurture, and extend young bilingual children's language practices

Young emergent multilingual children enter early childhood classrooms with creative, flexible, and multimodal linguistic repertoires that are reflective of their lived experiences outside of the classroom. Their emergent language practices must be validated and celebrated before they are extended to help them meet expectations in contexts outside of the home. Teachers can understand, welcome, and build upon children's full linguistic repertoire in creative and authentic ways throughout each day, even if they are not familiar with a child's home language practices.

Build and sustain meaningful partnerships with families of Emergent Multilingual Learners

Parental partnerships should be commonplace, rather than a special enhancement to early childhood instruction. Regular and ongoing collaborations with families of young emergent bilinguals are especially fundamental, since cultural and linguistic differences often increase the distance between school and home. Parents who speak languages other than English often believe that they don't have the language, knowledge, or skills that are valued in schools. Inviting families to share their cultural and linguistic backgrounds, as well as their interests and skills with the school community (i.e., storytelling, cooking, drawing, singing, planting, knitting) is a powerful way of reminding them that their wealth of language and knowledge is valuable and that they are their child's primary educators-both in and out of the classroom. Phone conversations, audio and video recordings, and mobile applications are some creative and convenient ways to collaborate with families from afar.

Enhance play centers in ways that build on and sustain multilingualism

Young children develop language and learn about the world through play. During play, children feel safe to use their entire multimodal linguistic repertoire as they language freely and explore new ideas. For this reason, play is an opportunity to observe, welcome, and build on young children's emergent multilingualism. Teachers can maximize young bilingual students' learning and language development by creating opportunities for their bilingual imaginations to flourish during play.

To celebrate and build on students' bilingualism during play, educators can:

1. Label and refer to play centers in the different languages of the class.

2. Allow children the freedom to choose where they want to play.

3. Add toys and objects that reflect the diverse cultures and home languages of the class. Families can be asked to assist in selecting pretend foods, dress-up clothing, and playthings that encourage children to share their cultures and languages as they play.

4. Model enthusiasm and interest in the diverse multimodal language practices that children exhibit as they play.

5. Ask purposeful questions to better understand students' language practices, and to support their bilingual development.

6. To expand children's linguistic repertoires, highlight different ways in which children use language during play and model other ways of using language to socialize, inquire, express feelings, and solve problems.

7. Provide access to other resources such as audio, video, realia, and manipulatives, that support multimodal learning and translanguaging.

8. Invite parents to play with students and share their multicultural and multilingual imaginations.

9. Cultivate bilingual reading identities by extending children's favorite books to play centers (see below).

For more about modeled play and purposefully-framed play, read Play-based Learning and Intentional Teaching: Forever Different? by Susan Edwards.

Foster bilingual reading identities

As educators engage young children in emergent literacy activities, it's essential that they maintain their bilingual identities at the forefront of their learning. Educators should:

Read culturally and linguistically sustaining books
Thoughtful selection of culturally and linguistically sustaining books allows children to connect to literature, engage their bilingual imaginations, and begin to develop identities as bilingual readers. These include books written in students' home languages, stories with characters who translanguage, texts that highlight children's cultures, and books that tell everyday stories of diverse characters (for lists of such texts, see CUNY-NYSIEB's Culturally Relevant Books and Resources).
Elicit multicultural and multilingual interpretations of books
Educators can also cultivate bilingual reading identities by engaging children's bilingual imaginations when reading traditional storybooks like Goldilocks and the Three Bears. Teachers should encourage young children to use their unique multicultural and multilingual perspectives to interpret and reimagine stories. Adding book-related and culturally-relevant props to play areas is one way to promote multilingual interpretations of books. Families should be invited to assist in selecting pretend foods, dress-up clothing, and playthings that may encourage children to transform stories in ways that reflect their dynamic multilingual worlds.

Recommended
Recommended Children's Books and Music for Early Childhood Helpful Links: Center for Linguistic and Cultural Democracy ¡Colorín Colorado! Emergent Multilingual Learners in Prekindergarten Programs (NYSED) Emergent Multilingual Learners Profile Process (NYSED) Emergent Multilingual Learners Language Profile (NYSED)
Language Development & Play in Preschool - VIDEO by Teacher Scott Harding at Maury Elementary School, DC Public Schools.

iTEO: Examining the use of the App iTEO for teaching and learning languages in preschools and primary schools. (Research by professor Claudine Kirsch (PI)
NAEYC Position Statement: Responding to Linguistic and Cultural Diversity Recommendations for Effective Early Childhood Education NAEYC Position Statement: Where we Stand on Responding to Linguistic and Cultural Diversity
We Need Diverse Books - A non-profit and grassroots organization committed to diversity in children's books.
Zero to Three Further Reading and References:
Axelrod, Y. (2017). "Ganchulinas" and "Rainbowli" Colors: Young Multilingual Children Play with Language in Head Start Classroom. Early Childhood Education Journal (45), 1, pp. 103-110.

Edwards, S. (June 2017). Play-based Learning and Intentional Teaching: Forever Different Australasian Journal of Early Childhood, 42(2).

Espinosa, C. and Lehner-Quam, A. (To be published 2019). Sustaining Bilingualism: Multimodal Arts Experiences for Young Readers and Writers. Language Arts.

García, O. and Otheguy, R. 2016). Interrogating the Language Gap of Young Bilingual and Bidialectal Students. International Multilingual Research Journal, 11(1), pp. 52-65.

Genesee, F. (2015). Myths about early childhood bilingualism. Canadian Psychology/Psychologie canadienne, 56(1), 6-15.

Halgunseth, L. (2009). Family engagement, diverse families, and early childhood education programs: An integrated review of the literature. YC Young Children, 64(5), 56.

Gort, M. (2012). Code-switching patterns in the writing-related talk of young emergent bilinguals. Journal of Literacy Research, 44(1), pp. 45-75.

Kultti, A. & Pramling, N. (2017). Translation activities in bilingual early childhood education: Children's perspectives and teachers' scaffolding . Multilingual Journal of Cross-Cultural and Interlanguage Communication, 36(6), pp. 703-725.

Maldonado, N. & Espinosa, C. (2012) Thinking and Speaking: Enhancing Oral Language Development in Emergent Bilingual Children's Play Experiences. IPAUSA journal, pp. 31-37.

McLeod, S., Verdon, S. & Theobald, M. (2015). Becoming Bilingual: Children's Insights About Making Friends in Bilingual Settings. International Journal of Early Childhood, (45), 3, pp 385-401.

Morell, Z. (2017). Rethinking Preschool Education through Bilingual Universal Pre-kindergarten: Opportunities and Challenges. Journal of Multilingual Education Research, 7(2).

Pontier, R. & Gort, M. (2016). Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers' Languaging Practices During Shared Book Readings, International Multilingual Research Journal, 10:2, 89-106.

Reyes, I., DaSilva Iddings A. C. & Feller, N. (2015). Promoting a Funds of Knowledge Perspective: Preservice Teachers' Understanding about Language and Literacy Development of Preschool Emergent Bilinguals through Family and Community Interactions. Journal of Early Childhood Literacy 15(2) 1-26.

Rodriguez, M. (2015). Families and Educators Supporting Bilingualism in Early childhood. School Community Journal, (25), 2, 177-914 - http://www.schoolcommunitynetwork.org/SCJ.aspx

Schwartz, M., Moin, V., & Leikin, M. (2011). Parents' discourses about language strategies for their children's preschool bilingual development. Diaspora, Indigenous, and Minority Education: An International Journal, 53(3), 149-166.

Schwartz, M. & Yagmur, K. (2018) Early language development and education: teachers, parents and children as agents. Language, Culture and Curriculum, 31:3, 215-219.

Soltero-Gonzalez, L. and Butvilofsky, S. (2015). The early Spanish and English writing development of simultaneous bilingual preschoolers. Journal of Early Childhood Literacy. (16), 4, pp 473-497.

Souto-Manning, M. (2016). Honoring and building on the rich literacy practices of young bilingual and multilingual learners. The Reading Teacher, 70(3), 263-271.

Souto-Manning, M. (2017). Is play a privilege or a right? And what's our responsibility? On the role of play for equity in early childhood education. Early Child Development and Care, 187(5-6), pp. 785-787.

Tazi Morell, Z. and Aponte, A. (2016). Right from the Start: A Protocol for Identifying and Planning Instruction for Emergent Bilinguals in Universal Prekindergarten. Educator's Voice, 9, pp. 12-25

Tazi, Z., Gunning, A., and Marrero, M. (March 2015). Engaging Parents as Coteachers - Educational Leadership. Retrieved from http://www.ascd.org/publications/educational-leadership/mar15/vol72/num06/Engaging-Parents-as-Coteachers.aspx

Velasco, P., & Fialais, V. (2016). Moments of metalinguistic awareness in a Kindergarten class: translanguaging for simultaneous biliterate development. International Journal of Bilingual Education and Bilingualism, 1-15.

Wells Rowe, D. and Miller, M. E. (2015). Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds. Journal of Early Childhood Literacy (16), 4, 425-472.

Welsch, J. (2008). Playing Within and Beyond the Story: Encouraging Book-Related Pretend Play. Reading Teacher, 62(2), pp. 138-160.

Worthy, J., & Rodríguez-Galindo, A. (2006). "Mi hija vale dos personas": Latino immigrant families' perspectives about their children's bilingualism. Bilingual Research Journal, 30(2), 579-601.

Yoshida, H. (2008). The cognitive consequences of early bilingualism. Zero to Three, 29(2), 26-30.

Acknowledgments

This CUNY-NYSIEB resource was created by Gladys Aponte and Laura Ascenzi Moreno. Ofelia García, Kathryn Fangsrud Carpenter, Cecilia Espinosa, Zoila Morell, Kate Seltzer, Ivana Espinet, and Maite Sánchez, served as advisors to the authors. We would like to give special thanks to the teachers and administrators who provided feedback on this resource.

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Supporting Young Emergent Bilinguals: Tips from CUNY-NYSIEB

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Young children with home or primary languages other than English (LOTEs) enter nurseries, pre-school, and kindergarten settings withemergent language repertoires that educators must recognize. These students, whom we refer to as young emergent bilinguals, or Emergent Multilingual Learners (EMLLs), arenot just developing emergent English skills- they are becoming multilingual and multiliterate.

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To get a sense of the student's linguistic context and experience in the home, determine who speaks what languages to whom, and how often.

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Sociocultural Partnering Interview and Interpreter Tips

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Sociocultural Partnering Interview and Interpreter Tips

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This is a semi-structured interview for families to learn more about their student’s classroom and school culture and for the school to learn more about a family’s cultural experiences and background. Can be adapted for ECE settings.

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From WIDA Early Years: An introduction to DLLs. Includes questions to ask families and how to support the home language at school.

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WIDA Promising Practices: An Overview of 14 Essential Actions 

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WIDA Promising Practices: An Overview of 14 Essential Actions 

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From WIDA Early Years: An overview of the essential actions needed to support dual language learners in early care and education settings. Includes support in putting actions into practice and reflection questions.

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WIDA WY: Programs that Support Dual Language Learners

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WIDA WY: Programs that Support Dual Language Learners

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From WIDA Early Years: How to create effective practices to support and instruct DLLs. Includes examples from 4 programs in Massachusetts.

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From WIDA: Includes key considerations for building relationships with families and strengthening family engagement practices.

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Designed for early childhood teachers and administrators, Teaching Young English Learners Using the SIOP Model: Pre-K and Kindergarten focuses on implementation, and includes a sample lesson plan, versions of the SIOP protocol, and descriptions of how sample programs have used the SIOP® Model to provide an optimal learning environment for their young students.

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Jana Echevarria, California State University, Long Beach

Deborah J. Short, Center for Applied Linguistics, Washington, D.C.

Carla Peterson

Reviews
Clearly written with step- by- step procedures and how to application of the SIOP® Model. A useful guide or tool for in-service teachers... I recommend it as a valuable resource. Sanjuanita Ybarra-Hana, ESL Teacher, Barlow Elementary, Plainfield, NJ The authors have a comprehensive grasp of early childhood "techniques" and have refashioned the SIOP® Model to this age group with lots of examples and detail. This book is very appealing and should be a welcome resource to early childhood educators. Even without a full-scale adoption of the SIOP® Model in a school or district, the book can serve as a professional development resource for individual reference or the basis of a group book study. Joseph E. Leaf, ESL Coordinator, Norristown Area School District, Norristown, PA
Series

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Look Inside

Sample chapter is available for download in PDF format.

This material is protected under all copyright laws, as they currently exist. No portion of this material may be reproduced, in any form or by any means, without permission in writing from the publisher.

Table of Contents

Chapter 1 The SIOP Model and Young Children

What is the SIOP Model?

The SIOP Model: 8 Components and 30 Features

Research-Validated Approach

SIOP Professional Development

Concluding Thoughts

Chapter 2 Getting to Know Young English Learners and Early Childhood Programs by Carla Peterson, Gayle J. Luze, Molly Luchtel and Emily Worthington

Young Children and How They Grow

English Learners in Early Care and Education

Challenges in Early Childhood Instruction

Changing Landscape of Early Care and Education

Concluding Thoughts

Chapter 3 Language Development in Young Children

How Is Language Learned?

Language Register

Language Purposes

Teacher Roles in Language Development

First (Home) Language Development

English Language Development

Academic Language

Language Assessment

Parents As Partners

Supporting Children with Disabilities

Concluding Thoughts

Chapter 4 Using the SIOP with Young Learners: Lesson Preparation, Building Background

Components of the SIOP Model

Lesson Preparation

Building Background

Concluding Thoughts

Chapter 5 Using the SIOP with Young Learners: Comprehensible Input and Strategies

Components of the SIOP Model

Comprehensible Input

Strategies

Concluding Thoughts

Chapter 6 Using the SIOP with Young Learners: Interaction and Lesson Delivery

Components of the SIOP Model

Interaction

Lesson Delivery

Concluding Thoughts

Chapter 7 Using the SIOP with Young Learners: Practice & Application and Review & Assessment

Components of the SIOP Model

Practice & Application

Review & Assessment

Concluding Thoughts

Chapter 8 Implementing the SIOP Model in Preschool and Kindergarten: Sample Programs

Columbus Junction, Iowa

Veterans Memorial Elementary School, Rhode Island

AppleTree Institute for Education Innovation Partnership, Washington DC

Concluding Thoughts

Chapter 9 Best Practice Using the SIOP protocol to Support Teachers

Best Practices in Using the SIOP Protocol

Lesson Observation

Teacher Self-Reflection

Professional Development

Guidelines for Using the SIOP Protocol in Early Childhood Settings

Benefits of Using the SIOP Model and Protocol

Using the Comments Feature on the SIOP ® Protocol

Reliability and Validity of the SIOP ®

Concluding Thoughts

Appendix A: The SIOP Protocol: Full Version, Short Version, SIOP Checklist

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About the Author(s)

Jana Echevarría is a Professor Emerita at California State University, Long Beach. She has taught in elementary, middle, and high schools in general education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain and Mexico. An internationally known expert on second language learners, Dr. Echevarría is a Fulbright Specialist. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. Currently, she is Co-Principal Investigator with the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) funded by the U.S. Department of Education, Institute of Education Sciences (IES). In 2005, Dr. Echevarría was selected as Outstanding Professor at CSULB.

Deborah J. Short is a professional development consultant and a senior research associate at the Center for Applied Linguistics in Washington, DC. She co-developed the SIOP® Model for sheltered instruction and has directed national research studies on English language learn-ers funded by the Carnegie Corporation, the Rockefeller Foundation, and the U.S. Dept. of Education. She recently chaired an expert panel on adolescent ELL literacy. As the director of Academic Language Research & Training, Dr. Short provides professional development on sheltered instruction and academic literacy around the U.S. and abroad. She has numerous publications, including the SIOP® book series and five ESL textbook series for National Geographic/Hampton-Brown. She has taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of Congo.

Carla Peterson is a professor in the Department of Human Development and Family Studies and the Associate Dean for Research and Graduate Studies for the College of Human Sciences at Iowa State University. Dr. Peterson earned a Ph.D. at the University of Minnesota. She has worked in early care and education for 35 years as a teacher, administrator, teacher trainer, and researcher. She has worked in child care, Head Start, and early childhood special education settings. Her research and teaching have focused on designing interventions to meet children's individual needs within inclusive settings.

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Using THE SIOP® MODEL with Pre-K and Kindergarten English Learners

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Jana Echevarria, California State University, Long Beach Deborah J. Short, Center for Applied Linguistics, Washington, D.C. Carla Peterson Clearly written with step- by- step procedures and how to application of the SIOP® Model. A useful guide or tool for in-service teachers... I recommend it as a valuable resource.

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SIOP for Pre-K, Chapter 1: The SIOP Model and Young Learners

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SIOP for Pre-K, Chapter 1: The SIOP Model and Young Learners

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siop prek_echevarria_ch01 The SIOP Model and Young Learners

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Center for Applied Linguistics (CAL): Scroll down for samples of lessons in early childhood that incorporate SIOP (Sheltered Instruction Observation Protocol) to support multilingual learners as they acquire English.

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SIOP Lesson Plans and Activities

Our collection of SIOP lesson plans and activities includes exemplary SIOP lesson plans developed by teachers who were involved in the foundational SIOP research study, as well as new updates from our current research and professional development projects. We invite you to read these lesson plans and activities individually or with your colleagues in order to learn more about the SIOP Model. You may want to discuss why these lessons are effective for English learners or how to incorporate the SIOP strategies these teachers used in your own lessons.

All Grade Levels Early Childhood Elementary Middle High GED/Adult
Spotlight

CAL was a partner in the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE). CREATE researchers developed curriculum to build the language and literacy skills of English learners in the middle grades. Lesson plans and materials were infused with instructional features of the SIOP Model including language objectives, explicit vocabulary instruction, student interaction, building background knowledge, and comprehensible input.
Learn more.

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Our collection of SIOP lesson plans and activities includes exemplary SIOP lesson plans developed by teachers who were involved in the foundational SIOP research study, as well as new updates from our current research and professional development projects. We invite you to read these lesson plans and activities individually or with your colleagues in order to learn more about the SIOP Model.

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WIDA Early Years Guiding Principles of Language Development

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WIDA Early Years Guiding Principles of Language Development

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From WIDA Early Years: The guiding principles of language development that exemplify WIDA's overarching Can-Do Philosophy.

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The WIDA Can-Do Philosophy focuses on what multilingual learners and DLLs can do, and is the foundation of all WIDA promotes and accomplishes. Includes how to focus on the assets, contributions, and potential of multilingual and dual language learners.

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From WIDA Early Years: The Can Do Descriptors for children at different English language proficiency levels from ages 2.5 - 5.5.

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From WIDA: Can-do descriptors and performance definitions for children at different English language proficiency levels in pre-kindergarten and kindergarten.

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From WIDA Early Years: The Early English Language Development Standards for children 2.5 - 5.5 years old.

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USDHHS: Considerations and Strategies for Home Visitors

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USDHHS: Considerations and Strategies for Home Visitors

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From U.S. Department of Health and Human Services: How home visitors can work with families to support bilingualism and all areas of early literacy for dual language learners (DLLs). Includes a comprehensive list of helpful resources at bottom of page.

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Research has shown that it is important to support children's home languages while also helping them develop English. In this resource, explore how home visitors can work with families to support bilingualism. Discover strategies to work with infants, toddlers, and preschool children to support their learning in the Big Five for All areas of early literacy for dual language learners (DLLs). Find a comprehensive list of helpful resources at the end of the handout.

Download the PDF

This handout provides strategies and resources to support home visitors who work with families of children who are dual language learners (DLLs). While English mastery is important for success in school, research ¹ shows that being fluent in more than one language contributes to academic success. In fact, supporting home language builds an important foundation for learning English and for all later learning. When working with families of children who are DLL s, home visitors might try the following strategies:

Strategies to Reinforce the Value of Bilingualism

Support families as they learn to view their home language as a gift to pass down to their child.

Encourage families to honor the strength of their home language and use it to support their relationships.

Make it clear to families that their child benefits most from words, stories, songs, and conversations provided in the language they are most comfortable speaking. This helps their child learn in both their home language and in English.

Use hand gestures, body movements, or other visual aids to demonstrate ideas when working with a family who speaks a language you don't understand. Show video clips of responsive practices and bring key messages that have been translated for the family.

Build families' confidence as they use their home language as the best way to communicate and nurture their child to strengthen parent-child relationships.

Provide some socialization activities in the family's home language and some in English to achieve a level of balance that supports strong bilingual skills.

Share ways families can help their child learn English so they are ready for school. Assure them that their child will learn English during socialization activities and interactions in the community. For children birth to age 3, there should be a focus on home language development with exposure to English; for children ages 4 and 5, the focus includes English acquisition along with home language.

Work with families to understand what English and home language supports their child might receive in their local school district as they prepare their child to start school. If the family is interested in supporting English language learning at home, they may want to introduce some stories and songs in English, but this can be just a small part of each day or week.

Dual Language Learners Strategies for Home-Based Option

A planned language approach (PLA) is a comprehensive, systemic, research-based way for Head Start, Early Head Start, and child care programs to ensure ideal language and literacy services for children who speak only English and for those who are dual language learners (DLLs). The PLAincludes five key components: a research base; home language support; strategies to support DLL s; policies, practices, and systems; and the Big 5 for All.

To be ready for school, young children who are DLLs and those who speak English require many experiences in each of the Big 5 skill areas. The Big 5 are Background Knowledge, Oral Language and Vocabulary, Book Knowledge and Print Concepts, Alphabet Knowledge and Early Writing, and Phonological Awareness. Definitions for each of these are included in the Big 5:

Implementation for Home Visitors Working with Families of Infants and Toddlers

Implementation for Home Visitors Working with Families of Preschoolers

Build on a child's prior experience and Background Knowledge.

Support families as they follow children's leads. When children show their interest, they reveal what they are thinking about and

processing. Families can build on that by having conversations and choosing related stories or activities. For example, if a toddler likes to pretend that blocks are trucks (vroom vroom!), try reading picture books about trucks, too. If an infant is learning to clap his or her hands, find board books about clapping hands and other pictures of people using their hands.

Support families as they follow children's leads. When children show their interest, they reveal their existing knowledge and vocabulary. Let parents know that when children ask for the same story or song over and over, they should go along with it to build on their children's prior knowledge. They might even ask questions or talk about the topic to help their child learn even more.

Include the family's cultures and traditions in learning to Support Background Knowledge.

Infants and toddlers can learn so much from participating in their families' cultural traditions. Support families as they talk about items that are a part of these traditions, even when they think their infant or toddler may not understand or be able to say the words. It's important for their child to be exposed to these words; the child is probably understanding more than we realize. For example, name and describe the decorations you display for a holiday and invite the child to imitate the words. Use props and hands-on materials from the home culture for dramatic play around meal times and routines.

Books, stories, games, rhymes, chants, celebrations, pictures, music and instruments, hobbies, and activities all represent aspects of families' cultures that are relevant and meaningful to children. Let families know that even though it can be tempting to focus on purchased toys, everyday objects in children's homes support language and learning in their culture.

Support Book Knowledge and Print Concepts by reading books and telling stories in the child's home language.

Encourage families to find books at the library or ask family members to send them from their home country. Wordless books give families lots of opportunities to share stories, words, and pictures with their child when it's hard to find simple books in their language. Partner with families in using family photos to create home language stories the child can truly relate to.

Encourage families to visit the library to find books to read with their child in their home language. If they don't find what they need, they should ask the librarian to order books or start interlibrary loans. Assure families that it is good practice for them to point out the letters and characters in their home language-research shows learning the alphabet and early writing in the home language helps them learn the English alphabet later.

Use props and materials for hands-on learning that promotes Oral Language and Vocabulary.

Infants and toddlers may not understand what culture means, but they benefit from predictable routines, traditions, and items. Let families know that the way they talk when they greet their children, or gather for a meal, or take an evening walk contributes to their children's language and learning. Playing with familiar items at home, like stacking cans or banging pots and pans, gives families plenty to talk about in their home language.

Children can learn so much from participating in their families' traditions and activities. For example, if a family enjoys gardening, the child can learn vocabulary, expand their oral language skills and learn about family rituals, as they talk about their active learning in a cultural context. Look up the names of tools and plants in the home language to build home language learning and literacy skills.

Support Phonological Awareness as well as Alphabet Knowledge and Early Writing in the home language.

Phonological awareness is an important building block for early literacy. Families need to know that their child can make connections between sounds and meanings successfully in any language. Rhyming is a skill we practice for English-speakers, but it is not necessary for phonological awareness, and may not be the best way to support letter-sound connections in other languages.

Families should use what they know about the sounds in familiar words to help their child focus on making meaning from sounds in the home language. Families can share nursery rhymes, songs, or chants with infants and toddlers, and talk about how words sound alike or different.

As children begin to make connections between letters, sounds, and words, families can support and expand children's knowledge in their home language. The early literacy skills families practice in their home language help children understand how the alphabet works and how sounds make meaning. This understanding helps them learn phonological awareness and alphabet skills in English as well.

Explain the meanings of words in the home language and English to build Oral Language and Vocabulary.

Reinforce the benefit of bilingualism by noting the child knows two or more words for the same object! (For example: milk/leche)

It is important for families to catch children's attention and talk about things they focus on together, using whatever language is comfortable for the adults. Encourage families to take time to be quiet and observe their child. Listen to the sounds and babbling produced by their children. They should keep a record of the attempts their children make at saying words in English or the home languages to share with their home visitors.

As children begin to talk, talk more, and start to show their understanding of words, families can explain what words mean to the child. This research- based strategy helps children build meaningful vocabulary in any language. Research has also shown that explaining the connections between home language words and English words helps young children learn ¹.

Support the maintenance and growth of the home language in families of children who participate in early intervention to support learning in all The Big 5 for All components.

If a child qualifies for early intervention services, intervention and implementation should incorporate the family's language and culture to support and honor the family practices. Support the family as they advocate for maintaining the child's home language as there is no scientific evidence that being bilingual causes or leads to language delay. Supporting a child's home language, in fact, acts as a linguistic resource and bridge to learning another language, even for children with disabilities. See the Division of Early Childhood Position Statement on Cultural and Linguistic Responsiveness for background to make this case.

Head Start Program Performance Standards
Education in home-based programs, 45 CFR §1302.35
(a) A home-based program must provide home visits and group socialization activities that promote secure parent-child relationships and help parents provide high-quality early learning experiences in language, literacy ... A program must implement a research-based (home-based) curriculum that delivers developmentally, linguistically, and culturally appropriate home visits and group socialization activities that support children's cognitive, social, and emotional growth for later success in school.

(b)(1) Planned jointly by the home visitor and parents, and reflect the critical role of parents in the early learning and development of their children, including that the home visitor is able to effectively communicate with the parent, directly or through an interpreter;

(c)(2) Strategies and activities that promote parents' ability to support the child's cognitive, social, emotional, language, literacy, and physical development;

(c)(3) Strategies and activities that promote the home as a learning environment that is safe, nurturing, responsive, and language- and communication-rich;

(c)(4) Research-based strategies and activities for children who are dual language learners that recognize bilingualism and biliteracy as strengths, and:

(i) For infants and toddlers, focus on the development of the home language, while providing experiences that expose both parents and children to English; and,

(ii) For preschoolers, focus on both English language acquisition and the continued development of the home language;

(d)(1)(i) Promotes the parent's role as the child's teacher through experiences focused on the parent-child relationship and, as appropriate, the family's traditions, culture, values, and beliefs..."

Resources

The resources in this brief offer ways to reinforce the value of raising children who can speak more than one language with families who may be unsure about the benefits of bilingualism or feel pressured to help their child speak English in lieu of their home language.
Code Switching: Why It Matters and How to Respond Division of Early Childhood Position Statement on Cultural and Linguistic Responsiveness Families Support Their Children Who Are Dual Language Learners Gathering and Using Language Information That Families Share Growing Up as a Dual Language Learner Hearing Language Is Learning
Importance of Home Language Series (Available in Seven Languages)
Multicultural Principles for Early Childhood Leaders Promoting the Educational Success of Children and Youth Learning English: Promising Futures

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Dual Language Learners: Considerations and Strategies for Home Visitors | ECLKC

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Research has shown that it is important to support children's home languages while also helping them develop English. In this resource, explore how home visitors can work with families to support bilingualism. Discover strategies to work with infants, toddlers, and preschool children to support their learning in the Big Five for All areas of early literacy for dual language learners (DLLs).

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USDHHS: Families Support Their Children Who Are DLLs

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USDHHS: Families Support Their Children Who Are DLLs

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From U.S. Department of Health and Human Services: These DLL Toolkit resources can assist families in supporting the learning and development of their young children.

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Parents and families are key to holding high expectations and supporting home language development for their dual language learners (DLLs). Families can promote positive experiences for these young children by emphasizing their strengths, including cultural and linguistic strengths. They also provide learning supports necessary to succeed in school. These DLL Toolkit resources can assist families in supporting the learning and development of their young children.

Importance of Your Language and Culture

Understanding Home Language and English Language Development

The video below explains how knowledge and concepts learned in the home language transfer to English and what issues families of DLL s face. Discover basic strategies families and teachers can use to support home language development.
Home Language for Success in School and Life
Healthy Brain Development

Early Learning and School Readiness

Resources for Families in Multiple Languages

Families can find helpful resources available in a variety of languages, including: English, Spanish, Brazilian Portuguese, Chinese, Haitian Creole, Arabic, and Russian.

Raising Young Children in a New Country: Supporting Early Learning and Healthy Development This handbook provides families with information on six themes: family well-being, health and safety, healthy brain development, early learning and school readiness, guidance and discipline, and family engagement in early care and education. Programs serving refugee families, newly arrived immigrant families, and others may use this resource with parents to help ease their transition to a new country. Available in Arabic (العربية) and Spanish (español).

Handbook Tip Sheets

These tip sheets correspond to the themes in the Handbook and include conversation starters, cultural considerations, and additional resources for each theme.

Family Well-Being

Safety and Protection

Guidance and Discipline

As a parent, there are many ways that you can help your child succeed every single day! These bilingual parent resources offer tips on helping your child learn to read, succeed in school, and learn a new language. They also provide information about the U.S. school system and share ideas on how to build a relationship with your child's teacher and school.

In addition, you can find fun reading tips and games, bilingual booklists, ideas for using the public library, and videos of children's authors, illustrators, and musicians. Resources are organized by topic. Available in Spanish (español)

The Preschool Years
The early years of a child's life make a big difference! From getting ready to read to getting ready to enter school, there are lots of ways to help make the most of this important time. Preschool programs can provide wonderful opportunities for your child to learn and grow, and some bilingual programs offer opportunities to learn in two languages. Even if your child isn't in preschool, there are many things you can do at home together, such as practicing letters and numbers, singing nursery rhymes, and reading with your child. Available in Spanish (español)

Raising Bilingual Kids
One of the greatest gifts you can give your child is the gift of two (or more!) languages. Being bilingual is good for your child's brain, makes communication with grandparents and relatives easier, and is an advantage for finding jobs in the future. Available in Spanish (español)
" Return to Dual Language Learner Toolkit homepage

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Families Support Their Children Who Are Dual Language Learners | ECLKC

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Parents and families are key to holding high expectations and supporting home language development for their dual language learners (DLLs). Families can promote positive experiences for these young children by emphasizing their strengths, including cultural and linguistic strengths. They also provide learning supports necessary to succeed in school.

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Books are written in English or Spanish, but have narration available in multiple languages, including Arabic, Spanish, Hindi, Hmong, and Armenian.

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Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

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Global Storybooks is a free multilingual literacy resource for children and youth worldwide. Read, download, toggle, and listen to a wide variety of illustrated stories from different countries in multiple languages.

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The Global Storybooks Portal is designed specifically for teachers, parents, and community members around the world. It makes 40 selected stories from the African Storybook available in major national, immigrant and refugee languages of individual countries, regions, and groups.

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A fundamental principle of the International Digital Library is that children and their families deserve to have access to the books of their culture, as well as the majority culture, regardless of where they live.

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ICDL - International Children’s Digital Library

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Short video on the gift of bringing another language and culture into the school setting.