english learner roadmap for young dual language learners
TRANSCRIPT
CALIFORNIA DEPARTMENT OF EDUCATION
Tony Thurmond, State Superintendent of Public Instruction
California’s
English Learner Roadmap for
Young Dual Language Learners
TONY THURMONDState Superintendent
of Public Instruction
Introductions
Luis Rios, Ph.D., Bilingual Consultant
Early Learning and Care Division
California Department of Education
TONY THURMONDState Superintendent
of Public Instruction
Participant Introductions
Please share:
• Your name and role
• In what ways do young Dual
Language Learners (DLL) impact
your work?
TONY THURMONDState Superintendent
of Public Instruction
Educational Equity – The
California Way: The Promise of
Bilingualism
In California:• There were 249 languages
spoken in 2013, an increase
of 17 percent since 2000.
• English and Spanish remain
the most commonly spoken
languages.
• Fifty-seven percent of
children birth through age five
live in a household where
English is not the primary
language.4
TONY THURMONDState Superintendent
of Public Instruction
The California English Learner
Roadmap Policy
California English Learner (EL) Roadmap State
Board of Education Policy (K-12):
The policy is available on the California
Department of Education (CDE) EL Roadmap
web page at https://www.cde.ca.gov/sp/el/rm/.
TONY THURMONDState Superintendent
of Public Instruction
California’s Vision of Success for
English Learners: English
Learner Roadmap
English learners fully and meaningfully
access and participate in a 21st century
education from early childhood through
grade twelve that results in their attaining
high levels of English proficiency, mastery
of grade level standards, and opportunities
to develop proficiency in multiple
languages.
6
TONY THURMONDState Superintendent
of Public Instruction
Background Information
“There is no equality of treatment merely by
providing students with the same facilities,
textbooks, teachers and curriculum…for students
who do not understand English are effectively
foreclosed from any meaningful education…”
Lau v. Nichols, Supreme Court
TONY THURMONDState Superintendent
of Public Instruction
California’s Chacon-Moscone
Bilingual-Bicultural Education Act of
1976
• Established bilingual classes wherever 20 or
more of same language per grade level (K-12)
• Set teacher certification requirements and
mandated “appropriately trained teachers”
TONY THURMONDState Superintendent
of Public Instruction
1978: Castañeda v. Pickard
• Based on sound research or educational
theory
• Implemented effectively with resources for
personnel, materials, etc.
• After trial period, proven effective in overcoming
language barriers to equal educational
participation and opportunity
TONY THURMONDState Superintendent
of Public Instruction
Significant Events
• 1981: Language Acquisition Theory (Krashen)
• 1986: English made official language in
California with Prop. 63, and Bilingual
Education Act allowed to sunset
• 1998: Prop. 227 passed. Structured English
immersion as default programs.
• 2001: National Reading Panel, Reading First
TONY THURMONDState Superintendent
of Public Instruction
2017 National Academies of Science,
Engineering, and Medicine (NASEM)
Report on English Learners Released
• Importance of the early years zero to eight
• Proficiency takes four to seven years
• Importance of DLL development
• Biliteracy confers benefits
• Dangers of language loss
TONY THURMONDState Superintendent
of Public Instruction
Main Conclusion from NASEM
• “One of the greatest challenges in the
education of DLLs/ELs is the opposing view
held by society at large and many educational
professionals about whether dual language
learning should be supported in a child’s
development and in classrooms, and a major
barrier to implementation of best practices is
due to fears, misunderstandings and competing
attitudes about the benefits of bilingualism and
dual language learning.”
TONY THURMONDState Superintendent
of Public Instruction
Why a Roadmap?
• Research consensus
• Over 1.3 million English learners in California’s
schools
• Persisting achievement gaps, access gaps, and
challenges for English learners
• Sixty percent of children ages zero to five are
DLLs
• New state and federal standards (ESSA, Prop.
58)
TONY THURMONDState Superintendent
of Public Instruction
California English Learner Roadmap
Policy Purpose• Desire for more aspirational, inspirational vision
and policy
• Needed to “move the needle” in EL programs
and services
• Guidance and direction for continuous
improvement
• For tools, crosswalks, LCAP, guidance policy
documents (e.g. early learning and care)
TONY THURMONDState Superintendent
of Public Instruction
Vision
• English learners fully and meaningfully access
and participate in twenty-first century education
from early childhood through grade 12 that
results in their attaining high levels of English
proficiency, mastery of grade level standards,
and opportunities to develop proficiency in
multiple languages. (Page 1)
TONY THURMONDState Superintendent
of Public Instruction
Mission
California schools affirm, welcome, and respond
to a diverse range of English learner strengths,
needs, and identities. California schools prepare
graduates with the linguistic, academic, and
social skills and competencies they require for
college, career, and civic participation in global,
diverse, and multilingual work, thus ensuring a
thriving future for California. (Page 1)
TONY THURMONDState Superintendent
of Public Instruction
Reflection Activity
Experience in working with diverse and
linguistically diverse classrooms or settings
TONY THURMONDState Superintendent
of Public Instruction
Highlights of the California English
Learner Roadmap
• Principle 1: Assets-Oriented and Needs-
Responsive Schools
o Languages and cultures, family/partnerships, inclusive
• Principle 2: Intellectual Quality of Instruction
and Meaningful Access
o Developmentally appropriate learning experiences
TONY THURMONDState Superintendent
of Public Instruction
Highlights of the California English
Learner Roadmap (2)
• Principle 3: System Conditions that Support
Effectiveness o Levels include preschool, school, district, county, and state;
streamlined system to ensure capacity building, valid reliable
assessments, adequate resources, and effective leadership
in schools
• Principle 4: Alignment and Articulation Within
and Across Systemso ELs from early childhood through grade 12 focus on
alignment, articulation and cross-systems in public schools
TONY THURMONDState Superintendent
of Public Instruction
Crosswalk
to
Early Learning and Care
TONY THURMONDState Superintendent
of Public Instruction
Dual Language Learners
Professional Development Grant
• The Early Learning and Care Division (ELCD)
funded the Dual Language Learners Professional
Development Grant (DLL-PD) to offer professional
development activities for providers serving
infant/toddlers, family child care, and preschool-
age children.
• The CDE and ELCD’s contracted programs,
Quality Counts California consortium
• CalWORKs or Alternative Payment Vouchers
TONY THURMONDState Superintendent
of Public Instruction
Dual Language Learners
Professional Development Grant (2)
Central Valley, Fresno Unified School District
• Cohorts for training on infant/toddlers and preschool-
age children
• Personalized Oral Language Learning (POLL)
Strategies (Linda Espinosa).
• Contact: Maria Ceballos,
[email protected], 559-457-3623.
TONY THURMONDState Superintendent
of Public Instruction
Dual Language Learners
Professional Development Grant (3)
Sobrato Early Academic
Language (SEAL)
• Six cohorts for training on
preschool DLLs.
• Biliteracy development skills
and DLLs in Prek-12 Model
• Contact: Anya Hurwitz,
[email protected], 408-
426-5267
TONY THURMONDState Superintendent
of Public Instruction
Dual Language Learners
Professional Development Grant (4)Preschool Guided Language Acquisition Design (GLAD®)
• Eighteen cohorts for teachers, Trainer of Trainer cohort,
Administrator training
• Promotes English language development, second language
acquisition, language-rich learning activities, cross-cultural
respect, and value of the home language.
• Contact: Christie Baird at [email protected], 714-327-8181.
TONY THURMONDState Superintendent
of Public Instruction
Dual Language Learners
Professional Development Grant (5)Online-Format: California State University,
Channel Islands
• Courses: Introduction to Dual Language
Learning Part I, Introduction to Dual Language
Learning Part II
• In English and Spanish, Community of Practice
(CoP) component
• Language learning in the early learning and
care settings
• Contact: Carola Oliva-Carson,
[email protected], 805-437-3689
TONY THURMONDState Superintendent
of Public Instruction
Dual Language Learners
Professional Development Grant (6)Online-Format: California Preschool Instructional
Network (CPIN)
• Three DLL courses (Linda Espinosa)
• Understanding the development of DLLs in early
childhood education settings
• Engaging families of young DLLs
• Assessment methods and tools for young DLLs
• Contact: Melinda Brookshire, [email protected],
805-465-4412
TONY THURMONDState Superintendent
of Public Instruction
Dual Language Learners
Professional Development Grant (7)Faculty Initiative Project, WestEd
• Materials developed for DLL-specific content for California
Community College and California State University faculty
(Linda Espinosa/Marlene Zepeda)
• Publications and resources from the CDE and ELCD related to
DLLs
• Contact: Caroline Pietrangelo-Owens, [email protected]