Supporting English Learners in Early Childhood Education: Bridging Home and School Languages

1. Chapter 2: Preschool English Learners, Their Families and Their Communities

2. Training Outcomes • Become familiar with English learner demographics and the impact on early childhood education • Heighten awareness of the immigrant experience • Become familiar with “language registers” • Begin to think about ways to connect home and school languages

3. The English Learner • First language is not English • Learning English for the first time • Various levels of English proficiency PLF, Vol. 1, p. 103

4. Demographic Trends: California and English Learners

5. English Learners in Santa Clara County

6. Think about… How can we make sure English-language learners can access our early childhood curriculum? How can we help children maintain their home language(s) and culture while they learn English? How can we build on children’s home language as a foundation upon which to build English fluency?

7. The Immigrant Experience

8. My First School Experience After the visualization journey, take a couple of minutes to share your first school experience and capture whether it was: An exciting and positive experience A difficult and challenging experience A combination of both positive and negative experiences

9. Immigrant Experience The experience of leaving one’s home country and moving to a new country. For families and children it can be: An exciting and positive experience A difficult and challenging experience A combination of both positive and negative experiences

10. Personalizing the Immigrant or Newcomer Experience Consider the following questions: Does someone greet every child and family personally? Do the adults gently guide the children into understanding the routine and classroom rules of behavior? Is every child made to feel welcome, regardless of home language, country of origin, socioeconomic status, etc.? If all of the above are in place, what is the specific evidence? If they are not, what steps could be taken?

11. A Child’s World Parents Siblings Friends Other relatives Teacher Specialist Visitors Language Registers

12. Formal Language Register The formal register is used by children to speak to parents, elders, and teachers.

13. Informal Language Register The informal register is used by children on the playground, with siblings and friends, at home, and in the neighborhood.

14. Academic English—The Language of School

15. Let’s Practice Leah wants a turn to paint. How might she ask her cousin at home for a turn using an “informal language register”? How might she ask a teacher at school for a turn using a “formal language register”? At your table, come up with one more example of informal language, and one more example of formal language. Be ready to share out.

16. Summary Children and adults use different forms of language every day (formal, informal, social, and academic). Young English learners are learning when, and with whom, to use the appropriate language registers.

17. Connecting School and the Home Language Families are at differing levels of awareness about English language acquisition. Some families are addressing children’s disabilities in addition to English language acquisition. Teachers foster communication between home and school by helping children develop a working vocabulary in the home language to talk about school activities.

18. Who is Johnny? Consider that names of children and family members are important ways of making connections to children and their families. Discuss with an elbow partner one of the following topics: The origin of your name, its significance, or how it was chosen How you chose names for your children

19. Fostering Communication • Between you and families • Between children and their families

20. Cultural Context of Learning When the home language and culture are viewed as assets and resources, it becomes the foundation for enhanced learning. PCF, Vol.1, p. 185

21. Principle 1—The Practices At your table, create a chart of the ways you already implement the practices listed on page 16 of the resource guide. Or Look at the practices on page 16. Place a checkmark next to those things you already do, a question mark next to practices you want to learn more about, and a plus sign next to the things you consider to be current program strengths.

22. Key Points Demographic trends impact practices at the preschool level. Teachers should be sensitive to the diversity of the immigration experience.

23. Key Points (continued) • Families are valued contributors to their child’s education. • Teachers should recognize and respect families’ language beliefs and practices.

24. Key Points (continued) Children’s language-rich environments might include both the home language (formal and informal registers), and English.

25. Reflection Turn to page 18 in the PEL Resource Guide and take the time to answer question four on your Reflection handout: How do I show the children and their families that I value their home language?

26. Four-Year-Olds in CA • 11% enrolled in federally funded Head Start • 17% enrolled in State-Funded Preschool • Nearly 40% of those enrolled in Head Start or State-Funded Preschool are English learners Claude Goldenberg, Karen Nemeth, Judy Hicks, Marlene Zepeda, and Luz Marina Cardona, “Program Elements and Teaching Practices to Support Young Dual Language Learners,” in California’s Best Practices for Young Dual Language Learners: Research Overview Papers, ed. Faye Ong and John McLean, in cooperation with Cecelia Fisher-Dahms (Sacramento, CA: Department of Education, 2013), 91.

27. Characteristics of Family Engagement • Joint decision-making • Regular two-way communication • Collaboration and exchange of knowledge • Learning in home and community • Joint family-program goal setting • Professional development