supporting school readiness among children who are dual language learners robert stechuk, ph d ohs...

Supporting School Readiness among Children Who Are Dual Language Learners

Robert Stechuk, Ph DOHS National Center on Cultural & Linguistic Responsiveness (NCCLR)

Virginia Head Start AssociationMay 7, 2013

School Readiness for DLLs

• Head Start National demographics: • (2010-2011)

English71%

Span-ish

24%

Other Lang5%

The Presenter

• Bob Stechuk• PhD in child development & early literacy• Assistant Director, OHS NCCLR• Former faculty member & research

associate, George Mason University Graduate School of Education

• Former T/TA provider, MSHS• Former Head Start Director• Parent of 2 children who are DLLs

The Presentation

• This day-long training will provide Head Start program leaders with

1. a comprehensive understanding of children birth through age five who are dual language learners;

2. Concrete understandings of strategies and practices that promote their school readiness; and

3. “Next steps” planning

Knowing -> Doing

Understanding

Daily Implementation

Children’s School

Readiness

The Preview

• As a starting point, we want to consider “where you are at” with school readiness for the children who are DLLs in your program.

• Handout 1: School Readiness for Children Who Are DLLs: Where are We at NOW?

Preview De-Briefing

• What did you find? Where is your program “at”?

• What are your program’s strengths?

• What information is your program most in need of? What program operations are most in need of improvement?

Session Topics

• Key research findings: the complexity of dual language development & the importance of a child’s Home Language

• Screening and assessing children who are DLLs

• Writing and revising school readiness goals for children who are DLLs

Session Topics

• Teaching to support school readiness:1. When teachers speak English2. When teachers speak the Home

Language3. Family Engagement

• Working with child data for children who are DLLs

The complexity of dual language development & the importance of a child’s Home Language

Key Research Findings

Complexity

• Monolingual development = one developmental “pathway”

• Dual language development = more than one developmental “pathway”

Dual Language Learners

OHS Definition of Dual Language Learners:

• Children –

– Acquire two or more languages simultaneously (i.e., from birth)

OR

– Learn a second language while continuing to develop their first language

• See the ECLKC – DLL Home Page for more information http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/Dual%20Language%20Learners

Unique Aspects of Dual Language

• Age of acquisition• Amount, frequency & type of exposure• Source(s) and settings for exposure• Language status• Opportunities for use• Access to ideas & information• Increased demands upon memory• Different cultural settings

Cutting the Complexity

• The key question is:

• Is a child’s Home Language important to their school readiness?

• First, we need to answer “yes” or “no” and then clearly explain why….

Cutting the Complexity

•Where Do YOU Fit in?

• The leader’s task: aligning content knowledge of how children develop with key decisions that affect daily practices in order to provide children with a strong foundation for school and life.

QUESTION:

• Are children’s developmental domains separate or connected? For example, is language development connected to identity, social/emotional, and/or cognitive development?

• The answer to this question answers the question: Why is the Home language important?

The Head Start Child Development and Early Learning Framework

Answer:

• YES! Children’s developmental domains are connected. For example, language is development connected to identity, social/emotional, and/or cognitive development….per the OHS CDELF.

• Therefore, the continued development of a child’s Home Language is important and necessary for their school readiness!

Importance of Home Language

• Has been part of OHS policies since 1991. OHS Multicultural Principle 6:

• “Effective program for children who speak languages other than English require continued development of the first language while the acquisition of English is facilitated.”

Importance of Home Language

• Children’s understanding of themselves, their families and others are developed within their Home Language.

• Children internalize the language they hear when parents and family members talk.

• Children think and reflect on information about themselves, their families, and their communities using their Home Language.

Importance of Home Language

• In addition, a wide range of cognitive (thinking) skills are developing within the Home Language, such as:

• Classification• Categorization• Logical/cause-and-effect reasoning• Narrative abilities (length and complexity)• Concepts related to spatial relations/math

Importance of Home Language

• Understanding the importance of a child’s Home Language means making connections across the relevant information: First, children develop a wide range of knowledge, skills and attitudes within their Home Language. Second, children need all of these skills and abilities for school success.

Importance of Home Language

• Therefore, the best interests of the child are served by the uninterrupted development of the Home Language during the birth – age five period.

• Children benefit when they continue to develop the knowledge, skills and attitudes they already have.

Importance of Home Language

• One key research finding of young DLLs, presented from many individual studies, is that children’s knowledge and skills transfer across languages.

• In other words, skills developed in a child’s Home Language support reading in English/school success.

Importance of Home Language

• Phonological awareness in Spanish predicted English reading scores (Gottardo, et al., 2002)

• Oral language proficiency in Spanish predicted English reading scores (Miller, et al., 2006)

• See the OHS Multicultural Principles, pages 47-52, for a more complete discussion.

Importance of Home Language

• Continued development of a child’s L1:

1. permits them to continue to develop their cognitive skills as well as family/cultural connections; AND

2. promotes their school readiness, including their acquisition of spoken English as well as reading in English.

Taking It Home

• Take a few moments to reflect upon the information presented in this section

• How could you share information with staff from your program who did not attend?

Screening and Assessing Children who are DLLs

Understanding Where Children are “at”

‘Assessment’: OHS Definition

• The Head Start Program Performance Standards (1304 & 1308) define and describe ‘assessment’ as a three-step process:– Step 1: Screening– Step 2: Ongoing (developmental)

assessment– Step 3: Developmental evaluation

Step 1 - Screening

• “Screening” is: To identify children that need to be referred for a development evaluation (i.e., to determine if the child has a disability [i.e. Step 3, Formal Evaluation).

• 1308.6 (3) (b) (3) clearly states: When appropriate standardized developmental screening instruments exist, they must be used.

Screening DLLs

• For Spanish-speaking children: Standardized screening instruments are available.

Use Assessing Spanish-English Bilingual Preschool Children to identify & select appropriate options.

Screening DLLs

• Assessing Spanish-English Bilingual Preschoolers– Reviews 37 instruments in Spanish & English

– Compares relative strengths &

– weaknesses, administration tasks,

– cost

– Publisher: Paul H. Brookes

– ISBN: 13-978-1-59857-219-3

Screening DLLs

• For Spanish-speaking children:

Consider using parent-based screening instruments (e.g., Ages and Stages Questionnaire) in conjunction with another instrument.

Screening DLLs in Languages Other than Spanish

1.Valid & reliable instruments are virtually impossible to obtain.

2.Use parent-based screening instruments (e.g., Ages and Stages Questionnaire) in conjunction with teacher’s (and, if possible) home visit observations.

Activity 1

• Question: What language do we screen in???

• Activity: In your group, identify the procedures your program uses to screen DLLs.

Pre-Screening• Use the Gathering Background Information

Handout to identify information about how to screen an individual child.

Activity 1

• Home language environments of “Latino” infants are highly variable: – Only Spanish spoken – 19%

– Primarily Spanish spoken with some English – 35%

– Primarily English spoken with some Spanish – 22%

– Only English spoken – 21% (see Barrueco et al., 2012)

• Communicate with the family to understand a child’s language background; screen in all languages the child is growing up with.

Activity Wrap-Up

• Gather information from the family about the child’s language background and experiences

• Screen children in the languages they are developing

Step 2 – Ongoing Assessment

• Ongoing (developmental) assessment = – Regular information collection throughout

child’s enrollment

– Identify a child’s strengths and needs as well as family goals, resources

– Support individualizing

– Support family engagement

– Plan instruction to maximize the child’s learning

Assessing within languages

Assessing across languages

The Head Start Child Developmentand Early Learning Framework • 11 Domains, including English

Language Development

• English Language Developmentapplies to children who are Dual Language Learners

– Receptive and Expressive English Language Skills

– Engagement in English Literacy Activities

• The Framework provides the basis for supporting children’s home language – a child’s knowledge must be assessed in either their home language or in English

Assessing across languages

Concepts expressed in the Home Language

Concepts expressed in

English

Total Conceptual Knowledge

Ongoing Assessment for DLLs

• Teacher observations are vital: – Look for and document examples

of skills and knowledge

– Record information about attention span, persistence and interests

– Document interactions with other children and adults

– Share and compare information with families over time

– Consider family data!

Activity 2

• Use the Gathering Background Information Handout (“puzzle pieces”) with a partner to identify information about an individual child.

One person play the role of a parent; one person take the role of Head Start staff.

What did you learn about the child? How could you use the information for teaching?

Using Ongoing Assessment Data

– “Collecting” – identify a child’s strengths and needs from 3 sources:• Families• Observations• Instruments

– “Connecting” – • Use understandings of a child’s strengths to plan

specific learning activities.• Use understandings of needs to guide supports,

selection of materials, and language modeling.

Measuring English Progress

• For children who enter your program with little or no prior experience in English– Observe and record information about a child’s

receptive capabilities in English.

– Use curriculum-based objectives to guide observations: e.g., ask the child to show you (point to) a red car or three blocks.

– Consider using instruments that assess receptive language or receptive vocabulary in English.

“Strategic” Assessment

• Several strategies for supporting teaching staff to be effective assessors:

1. Explore the match between “naturally occurring” assessment items & the daily curriculum

2. Gather data during dramatic play3. Make use of “work samples”4. Gather data after book readings

Taking It Home - 2

• Take a few moments to reflect upon the information presented in this section

• How could you share information with staff from your program who did not attend?

Writing and revising school readiness goals for children

who are DLLs

Using S-R Goals as an Organizing Tool

S-R Goals

• Required for all children; essential to OHS S-R focus

• Use S-R goals as “organizing tools” for data collection & analysis

• Consider how to write/revise goals for children who are DLLs

The Head Start Child Development and Early Learning Framework

Goals & Data

DRS 1307.2 Definitions: Aggregate child-level assessment data means:

the data collected by an agency on the status and progress of the children it serves that have been combined to provide summary information about groups of children …such as dual language learners…

S-R Goals

• Write/revise S-R goals for DLLs to promote effective:

• Assessment• Teaching• Data collection & analysis

• Base specific goals on what you know about your teachers and your children.

Examples

• Children who are dual language learners (DLLs) will demonstrate increased competency in their home language while developing proficiency in English.

• Spanish-speaking children will increase their Spanish alphabet knowledge by 50%

Examples

• Children will show an interest in varied topics and activities, an eagerness to learn, creativity, and independence in their interactions with activities and materials.

• Children will learn and use words and concepts that parallel the information available in activities and materials.

Taking It Home - 3

• Take a few moments to reflect upon the information presented in this section

• How could you share information with staff from your program who did not attend?

Teaching to Support School Readiness

•When Teachers Speak English•When Teachers Speak Children’s

Home Language

Activity

• At your table, discuss the following:• What are the possible

relationships between ‘teaching’ and “child outcomes”?• What does it mean to

“individualize” teaching?

Activity De-brief

• Teaching does not always result in learning

• Effective modeling of English is based on key principles of DAP: child interests, choices, emotional support and good language models

When Teachers Speak English

How Can We Provide “Good Language Models” for Children who are DLLs?

When Teachers Speak English

• In many Head Start classrooms, teachers speak English and the children may speak a variety of home languages. When teachers do not share the same language as the children in the classroom, they can get “thrown off” –

• But teachers still have the ability to communicate – and be effective models of English.

When Teachers Speak English

• Key starting points: 1. Children are born with a natural desire

to learn and powerful capacities to acquire language.

2. Receptive languages precedes expressive language (i.e., listening comprehension before speaking

• See Handout 5

When Teachers Speak English

• Teachers and other program staff can work with families to support the home language throughout the child’s schooling.

• This is the core of family engagement for families who speak languages other than English.

S-R: Pieces Together

Child Outcomes

Home Language English

Family Engagement

Home Language LearningEffective Classroom Practices

Modeling English Individualizing

S-R: Pieces Together

• How Can We Provide “Good Language Models” for Children who are DLLs?

• Art area• Book area• Housekeeping/

Dramatic• Manipulatives• Meal times• Outdoors• Routines• Science, Math,

Writing

Modeling English =

1.Get the child involved in an activity that they enjoy; offer the child choices of activities as needed…

2.As the activity continues, observe the child’s actions…support continued activity, AND

3.Provide language models that connect to the child’s ongoing activity (for example, the “self talk” and “parallel talk” strategies within the CLASS instrument).

Supporting School Readiness

When Teachers Speak the Home Language(s) of the Children

When Teachers Speak the Home Language

• High-quality adult child interactions, including extended conversations that build vocabulary and elaborate upon ideas and information

• Daily book-reading, combined with multiple oral language strategies, such as talking about the book before and after the story, explaining new words during reading, etc.

When Teachers Speak the Home Language

• Activities that promote children’s enriched vocabulary, levels of executive function and specific approaches to learning, letter knowledge, print concepts, phonological awareness in the home language

• In sum, address the elements of the OHS CD ELF and the CLASS in children’s Home Language.

Family Engagement

Partners in Progress

Family Engagement

• High-quality adult child interactions, including extended conversations that build vocabulary and elaborate upon ideas and information….

• “predict” children’s success in reading and in school

• Children benefit most when home and preschool environments are “in sync.”

Family Engagement

• Teachers and other program staff can work with families to support the home language and to implement daily learning and language experiences.

• The key is to communicate that these daily practices are directly connected to long-term school success

• Key strategies can be implemented in classrooms and homes.

Taking It Home - 4

• Take a few moments to reflect upon the information presented in this section

• How could you share information with staff from your program who did not attend?

Working with Child Data for Children who are DLLs

Measuring Progress; Maximizing Potentials

Activity

• At your tables, discuss the following:

• Why do we collect, analyze, and use child data in EHS/HS?

• How do we collect, analyze, and use data on the children who are DLLs in our program?

Key Terms

• Aggregated data =

• Data analysis =

• Interpretation =

• Progress =

School Readiness for DLLs

DRS 1307.2 Definitions

Aggregate child-level assessment data means:

the data collected by an agency on the status and progress of the children it serves that have been combined to provide summary information about groups of children …such as dual language learners…

Measuring Progress - Options

• 1307: “…one or more valid and reliable assessments of a child's status and progress, including but not limited to: – Direct assessment (standardized instrument)

– Structured observations

– Checklists

– Staff or parent report measures

– Portfolio records or work samples

Taking It Back Home

Planning “Next Steps” & Follow up

References

• Barrueco, S., Lopez, M., Ong, C., & Lozano, P. (2012). Assessing Spanish-English bilingual preschoolers: A guide to best approaches and measures. Baltimore, MD: Brookes.

• Office of Head Start. Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/Dual%20Language%20Learners/ecd/culture_and_diversity/manage_pub_00602a1_092305.html

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Closing

• Thank you for participating! Feel free to contact us: – Office of Head Start National Center on Cultural and

Linguistic Responsiveness

– Toll free (855) 494-0331

– ncclrinfo@edc.org

– Visit our website: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic