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Chapter 5 Support for Infant/Toddler Dual Language Learners

Chapter 5 talks about how dual language learners’ term is used to refer to children birth to age five who are learning two or more languages at the same time or are learning a second language. I thought dual language learners happen at any age. I like how the chapter explains that being exposed to two or more languages at a young age is a gift.  I remember having a really hard time speaking English. I understood everything everyone was saying but I wasn’t comfortable.  Then when I got older, I was uncomfortable speaking Spanish, so is nice to see how being a dual language learner should be something to celebrated and not something to be embarrassed of. Is amazing to learn the children who are developing bilingually go through the same linguistic developmental precession as monolingual children.

Chapter 6 Support for Young Dual Language Learners

Is amazing to learn how being exposed to two or more languages is a gift because children more language benefit cognitively, socially and emotionally. I always thought that if you were teaching children more than one language, they would have a hard time learning English. But I’ve learned that children could learn more than two languages, and not need to give up their home language in order to learn English. I like the idea of having a program structures for a balanced English and Home Language development Approach. I like the idea of all Spanish in morning or afternoon, and all English in afternoon or morning.

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Sandra Lopez Rios AND KRISTIN RESENDEZ West Hills Child Development Center

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1)     Family Activity Description: Language Arts Hearts I would have them cut a whole bunch of hearts in three colors and cut them in half. They would have to match up the two words that go together like a little puzzle. You could put words that are synonyms, antonyms, homonyms, words in English/Spanish.
2)     Materials on Bilingualism to Share with Families: https://bilingualkidspot.com/2016/07/21/bilingual-education-benefits/ 1.     Cognitive benefits 2.     More options for further education3.     More career opportunities4.     Children that are bilingual are more adaptable5.     Creates more cultural opportunities
3)     Supporting ECE Program Activities ~ Multilingual Activities to Support Bilingualism in a Systematic Way:
In the classroom I could do Spanish finger plays and teach the parents how to do it at home Other activities I could do is read books with children that are bilingual, and I could send copies to send home. Also, we could do playing pictures card games in Spanish.

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Daleyza is a three-year-old girl that speaks English and Spanish. Daleyza gets to hear English and Spanish every day. Even though Daleyza is expose to Spanish at home she is learning new English words at home and school. Daleyza spends a lot of time with grandma, uncle, her dad, three friends (mom) and mom. Daleyza is comfortable using her home language.

Reflection:

1.     The questions that worked to provide useful information about the child’s language, cultural background, and experiences where what languages does the child speak and how much experience has the child had with each language.

2.     The questions that were challenging or did not provide meaningful information where if the parent had any hobbies or interest and also what she know how to do.

3.     What I learn from completing this activity was that Daleyza family use a lot of Spanish at home. Even though Daleyza understands Spanish she prefers to speak English.

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Planned Language Approach (PLA) Template

Completed for: West Hills CDC

By: Kristin Resendez and Sandra Lopez-Rios

1. Mission:

West Hills Community College District is committed to providing high quality early care and education programs throughout their service areas to ensure families have access to care for their child; children are prepared for their future education; and the college student is exposed to the highest of standards in a laboratory setting. The early care and education programs are located at Child Development Centers in Coalinga, Lemoore, Firebaugh, San Joaquin, and Avenal. These centers will evolve to exemplify best practices in early education; serve as a model for other educational institutes; and become accredited by the National Association for the Education of Young Children. Learn more about the program's Philosophy and Goals.

2. School Readiness Goals for Dual Language Learners (DLLs):

Infants/Toddlers:  Children will attend to, understand, respond to, and learn through communication and language experiences, including communication systems such as sign language. Children will use non-verbal communication and increasing oral language or a communication system to express needs and wants and engage other.

Preschool: Our School readiness goals for our DLL students are for them to be able to recite the alphabet, shapes, numbers and simple site words in English. We also focus on their conversation's skill and social emotion skills.

3. To ensure full and effective participation of DLLs we implement POLL principles and strategies:

• Classroom Language Models

Our program focuses on English in the classroom, we can give instructions in the child/parents' home language to non-English speakers.  We can incorporate songs and nursery rhymes spoken in other languages also, we have a variety of bilingual books at our center.

• Language and Culture Questionnaire

We do not use a language questionnaire; I would like to begin using one.

• Handbook

Our handbook is in English and there is a Spanish version online.

• Environments

Our newsletters and parent handouts are in English and Spanish. We have songs and books in          several languages.

• Oral Language

We greet our non-English speakers in their home language.  We sing the days of the week in                   English and Spanish.  When playing color, shapes, and number games we recite them in English               and Spanish.

• Family Engagement

Our parent orientation is in English and Spanish.

• Child language assessment

Our center uses DRDP, Asq’s and 5 tools to assess our students

• Professional Development

We are sent information on training that are available in our county.  This course was suggested from our supervisor.   There was a DLL training scheduled at our site, but we had to postpone it because of the virus.

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One of the articles talk about conversation and interactions and how important to children to be able to hear, and speak their home language. It's also important for teachers to be able to remember a few words in the child language. The other article talks about how important to do family languages and interests interview. That is better if you do face-to-face interview and get to know more about the families and children. Also, to make sure to involved the families in the classroom maybe by asking them to volunteer, do projects at home. Also, when talking to the families to talk to them in their first language so they could feel comfortable.

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Daleyza family dynamics is a single-parent family,  the child age is 2, the child's personality is outgoing and explorer, The child has been in the program for six months, home language is English and Spanish, and Daleyza speak clearly in simple sentences.

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I’m Sandra Lopez Rios. I’m a Hispanic, I am a Mexican American and I’m proud to be from two different countries.  Even though I have mix feelings about some Mexican cultures I would love to learn more about them. I would love for my children to learn all about the Mexican culture.  Also, I would like to learn more about Native American.   I want my children to understand how important it is to go to school and get their degree.  I want them to understand that it doesn’t matter if they become a teacher or lawyer as long as they are doing something they love.

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Daleyza is able to communicate her name and adjust behavior when feeling sad, angry or happy. She's able to interacts in simple ways with peers and teachers. Daleyza is able to understand a variety of words and sometimes used simple phrases. She enjoys looking at books and going to carpet time

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"why we need to provide additional support for children who are DLL's"

To make parents and students feel welcome.

To help children that speak different languages to connect with each other by encouraging non verbal language communication.

To encourage children to communicate in whatever language they choose.

To focus on developing relationships.