# Presentation: 115446

## Supporting English Language Learners

- DHHS ACF Region X

- Region X Conference Call
- Wednesday, May 14th, 2008
- 11:00 AM – 12:00 PM PST

**Supporting English Language Learners**
**Presenters:**
**Christy Cox, Region X Child Development and Early Learning Specialist, christine.cox@acf.hhs.gov**
**John Borrero, Region II Child Development and Early Learning Specialist, **_[john.borrero@acf.hhs.gov](mailto:john.borrero@acf.hhs.gov)_

*“**As a child who was a second language learner from first generation immigrants, being culturally competent in English, and in the home language, has been essential and invaluable. This is because one cannot help but feel a deep sense of loss when one's home language cannot be passed on to our own children. It is something that is so essential to one's identity and self-esteem.”*
- - Head Start English Language Learners Focus Group Report

## Conference Call Agenda

- Region X ‘Cameos’
- Head Start Mandates
- Research Overview
- Questions and Comments
- Best Practices
- Systemic Approach
- Resources
- Questions and Comments

## Region X Cameo Appearances

- Eastern Oregon University Head Start, La Grande, OR
- Tammie McEnroe, Education and Disabilities Manager
- Pocatello-Chubbuck School District #25, Pocatello, ID
- Kim Baumgart, Education and Disabilities Manager
- First AME Child and Family Center, Seattle, WA
- Jane Davies, Education and Disabilities Manager
- Skagit Islands Head Start 0-5, Mount Vernon, WA
- Joan Youngquist, Director and Becky Richter, Education Manager

## Office of Head Start Mandates

- Head Start Performance Standards
- Head Start School Readiness Act 2007
- Head Start Child Outcomes Framework

## Research OverviewVocabulary and Definitions

- Bilingual
- Dual-Language
- English Language Learner (ELL)
- English as a Second Language (ESL)
- Home Language
- Immersion

- Language Acquisition
- Limited English Proficiency
- Primary or Dominant Language
- Secondary Language
- Sequential Acquisition
- Simultaneous Acquisition

## Research OverviewDispelling Myths and Misconceptions with Relevant Research

**Myths and Misconceptions**
- Young children learn a second language more easily and faster than adolescents and adults.
- Immersion in English speaking classrooms is the fastest way to learn.
- Parents should be encouraged to use English in the home.
- It is detrimental to have children learn more than one language.

## Questions and Comments

## Best Practices Ongoing Child Assessment

- Stages of Second Language Development *
- Home Language Use
- Receptive, Silent, or Non-Verbal
- Telegraphic or Formulaic Speech
- Productive
- Developmental Continuum **
- The English as an Additional Language Speaking and Listening Continuum
- * From *Becoming Bilingual: First and Second Language Acquisition *in the Head Start English Language Learner Toolkit
- ** From *Developmental Continuums: A Framework for Literacy Instruction and Assessment* (2001) by Bonnie Campbell Hill. Christian-Gorden Publisher

## Best PracticesMeaningful Language Interaction

***Language is the Key*****: Talking and Playing & Talking and Books**
**Follow the CAR**
-  **Follow** the child’s lead
-  **C**omment and wait
-  **A**sk questions and wait
-  **R**espond by adding a little more and wait

***El Idioma Es la Clave*****: Conversaci****ó****n y Juego Y Conversaci****ó****n y Libros**
**Siguiendo el CARRO**
-  **Seguir** la guía del niño
-  **C**omentar y esperar
-  **A**verigüar (hacer preguntas) y esperar
-  **R**esponder, aumentando un poco más
-  **R**epitir** O**tra vez en español (the home language)

- Contact Lora Heulitt at the National Head Start Family Literacy Center for more information.
- lora.heulitt@csuci.edu

## Best Practices Puppetry

- Preliminary research has shown puppetry use as promising practice for promoting
- Language development with students acquiring both their first and their second language
- Social/Emotional supports
- Instant Puppetry Activity
- Share a book of your choice. Invite kids to draw the characters and cut them out (or offer pre-cut puppets that kids can color or decorate, or use pre-made puppets). Then ask children to retell and reenact the story from the book with the puppets they made. Puppets can be used on an overhead projector to create shadows or stapled to a popsicle stick and used as a stick puppet.
- For more great ideas, read the article on the Thinking Classroom website  _[http://ct-net.net/tc_sample_6-1](http://ct-net.net/tc_sample_6-1)__ or visit the Puppet Tools website www.puppetools.com. _
- Resources provided by Dr. Vida Zuljevik at _[pravopis2000@yahoo.com](mailto:pravopis2000@yahoo.com)__.  _

## Best Practices“Ten things you can do...”

## Systems Approach

- Head Start systems
- Early Head Start systems
- Head Start English Language Learners Systems and Services Grid - handout
- Region V, Lydia Zapata and Linda Hamburg

| Planning | What policies/procedures related to ELL need to be written and/or updated?  Do the service plans describe how the program will meet the cultural and linguistic needs of families? Are families of ELL involved in developing the policies/procedures and plans related to ELL?  How does the grantee use the analysis of child outcome data for ELL for continuous improvement?  How are service plans updated to reflect this?  How do lesson plans reflect individualization for ELL?  |
| --- | --- |
| Curriculum & Assessment | How is the curriculum achieving desired outcomes for ELL?  How is the teacher using the curriculum to achieve desired child outcomes for ELL?  Is the curriculum assessed to determine if it is appropriate and effective for ELL?  Is your assessment tool providing you with meaningful information about children’s progress in both languages?  How does individualization contribute to achieving desired child outcomes for ELL? Is individualization for ELL documented and monitored?  |

## Early Childhood Learning and Knowledge Center Resourceshttp://eclkc.ohs.acf.hhs.gov 

*Head Start Bulletin #78: English Language Learners* (2005). Head Start Bureau.
- _[http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/English%20Language%20Learners/Acquisition%20of%20English/edudev_bul_00016_012107.html](http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/English%20Language%20Learners/Acquisition%20of%20English/edudev_bul_00016_012107.html)_ or as a PDF file _[http://eclkc.ohs.acf.hhs.gov/hslc/resources/ECLKC_Bookstore/PDFs/505FB871D88B0C1DB0F66C2067608880.pdf](http://eclkc.ohs.acf.hhs.gov/hslc/resources/ECLKC_Bookstore/PDFs/505FB871D88B0C1DB0F66C2067608880.pdf)_
*Head Start English Language Learner Focus Group Report *(2002). Head Start Bureau.
- _[http://www.headstartinfo.org/publications/english_learners/index.htm](http://www.headstartinfo.org/publications/english_learners/index.htm)_* *
*Head Start English Language Learners Tool Kit. *Head Start Bureau
- _[http://www.headstartinfo.org/English_lang_learners_tkit.htm](http://www.headstartinfo.org/English_lang_learners_tkit.htm)_* *
*Linguistic Diversity and Early Literacy: Serving Culturally Diverse Families in Early Head Start *Technical Assistance Paper #5 (2001).  Early Head Start National Resource Center.
- _[http://www.ehsnrc.org/pdffiles/TA5.pdf](http://www.ehsnrc.org/pdffiles/TA5.pdf)_
*Multicultural Principles for Head Start Programs* (1996). Head Start Bureau.
- http://www.headstartinfo.org/cgi-bin/pubcatstore.cfm?CatID=55&do=detail in English and Spanish
*The Head Start Child Outcomes Framework* (Updated 2003). Head Start Bureau.
- http://www.hsnrc.org/CDI/pdfs/UGCOF.pdf

## Resources

**Articles or Papers**
*Challenging Common Myths About Young English Language Learners (*January 2008). by Linda M. Espinosa in _[http://www.fcd-us.org/resources/resources_show.htm?doc_id](http://www.fcd-us.org/resources/resources_show.htm?doc_id=669789)__[=669789](http://www.fcd-us.org/resources/resources_show.htm?doc_id=669789)_
*Myths and Misconceptions about Second Language Learning: What Every Teacher Needs to Unlearn (*1992). by Barry McLaughlin, _[http://www.ncela.gwu.edu/pubs/ncrcdsll/epr5.htm](http://www.ncela.gwu.edu/pubs/ncrcdsll/epr5.htm)_
*Bilingual Infant/Toddler Environments: Supporting Language and Learning in Our Youngest Children* and *Making A Difference: A Framework for Supporting First and Second Language Development in Preschool Children of Migrant Farm Workers *in Spanish and English at _[http://](http://ece.aed.org/publications/mshs.htm)__[ece.aed.org/publications/mshs.htm](http://ece.aed.org/publications/mshs.htm)_
** Evaluation and Assessment in Early Childhood Special Education:* *Children Who Are Culturally and Linguistically Diverse* (1999). Washington State Office of Superintendent of Public Instruction, Special Education _[http://www.k12.wa.us/Specialed/pubdocs/CLD.pdf](http://www.k12.wa.us/Specialed/pubdocs/CLD.pdf)_
**Books**
-  * Genesee, Paradis and Crago (2004).  *Dual Language Development & Disorders-A Handbook on Bilingualism & Second Language Learning.*
- Tabors, Paton O. (2008). *One Child, Two Languages:  A Guide for Early Childhood Educators* *of Children Learning English as a Second Language.*

- * Specifically concerning children with special needs or disabilities.

## Resources

**Website**
*Colorín Colorado* _[http://www.colorincolorado.org/](http://www.colorincolorado.org/)__   A parent and teacher-friendly website funded by Dept. of Education/Office of Special Education Programs, American Federation of Teachers, WETA and National Institute for Literacy, available in Spanish and English. _
**Other Resources**
*Language is the Key* (2002) by Washington Learning Systems, Inc. _[http://www.walearning.com/](http://www.walearning.com/)__ (One free copy per Head Start program distributed by the Head Start Family Literacy Center. Contact lora.heulitt@csuci.edu for more information.)_
*English as an Additional Language Developmental Continuum* in _Developmental Continuums: A Framework for Literacy Instruction and Assessment_ (2001) by Bonnie Campbell Hill. http://aes.ac.in/es/CDRomresourcesforteachers/Developmental%20Continuums/CD-ROM%20Resources/CONTIN/EALCOLOR.pdf