Presentation on theme: "1 Foundations in English- Language Development A California Department of Education Child Development Division Presentation."— Presentation transcript:
1 Foundations in English- Language Development A California Department of Education Child Development Division Presentation
2 Agenda California context and demographics The role of home language Stages of sequential bilingual language development and foundation levels of second language development Structure of the foundations Strategies for implementation
3 Outcomes Become familiar with the changing demographics in California. Explain the importance of home language to a childs learning and identity. Explain the stages and paths to English- language learning. Navigate and understand the structure and content of the English-language development domain. Begin to think about ways to use the ELD foundations to support English-language development. Become familiar with additional resources.
4 Preschool English Learners: A Resource Guide
5 Norms Start on time and end on time. Turn cell phones off. Help the group stay on task. Listen to thoughts and ideas of others. Contribute your thoughts and ideas.
6 Parking Lot Please write questions on post-its and place them on chart paper titled Parking Lot.
7 Where Do You Stand? You will see eight different core beliefs about English-language learners posted around the room. Stand next to the belief that speaks most loudly to you. Discuss your choice with others who have made the same selection. Choose a spokesperson to share a sentence or two about your choice with the rest of the group. Handout 1
8 California Preschool Learning Foundations, Volume 1 Social-Emotional Development Language and Literacy English-Language Development Mathematics Visual and Performing Arts Physical Development Health History and Social Studies Science
9 The purpose of the foundations is to promote understanding of preschool childrens learning and to guide instructional practice. Purpose
10 California Context
11 Handout 2
12 California Context Number of English learners in kindergarten for Total kindergarten population454,743 Total kindergarten English learners 186,982 Of all kindergarten children Spanish speaking155,968 (34%) Vietnamese speaking 5,523 (1%) Adapted from CDE, Dataquest
13 Placeholder Insert your local demographic data here
14 What Does that Mean for Us? We must take into consideration how young children, whose home language is not English, negotiate learning in all content and curricular areas.
15 The Importance of Home Language
16 Role of Home Language Home language socializes children into their families and communities. Childrens identity and sense of self are linked to the language they speak and the culture from which they come. Home language provides a foundation for success in learning and literacy in English. California Preschool Learning Foundations, Vol 1, p
17 Loss of Home Language Puts Children At-Risk for: Cultural and linguistic displacement Diminished parent-child communication, socialization, and identity Reduced sense of self-efficacy, social, and cognitive development California Preschool Learning Foundations, Vol 1, p
18 Developing proficiency in the first language helps children learn a second language
19 Advantages of Bilingualism Communication advantages Cultural advantages Cognitive advantages Character advantages Curriculum advantages Cash and financial advantages Preschool English Learners: A Resource Guide, p. 35
20 Who is an English Learner? Children whose families use a language other than English at home, and Children whose primary or first language is a language other than English. FAQ 21 Handout 3
21 Paths to Second-Language Learning Simultaneous Sequential or Successive Receptive Preschool English Learner Resource Guide, p
22 Stages of Sequential Bilingual Language Development Attempts to use home language to communicate with teachers and peers Observational and listening period Telegraphic and formulaic communication Fluid/Productive language stage Preschool Learning Foundations, p Handout 4
23 Disability or Normal Stage Language Disorder Inability to understand and process language either expressively or receptively Disability Language Difference Can speak another language or a variety of a standard language Normal stage of language development Preschool English Learner Resource Guide, p. 64
24 A Guided Tour How is the English-language development domain organized?
25 The Foundations for English- Language Development… describe the knowledge and skills in sequential or successive English acquisition that young children typically exhibit: –In beginning, middle, and later stages of English-language development; –With appropriate support; and –When attending a high-quality preschool program.
26 High-Quality Programs include… Environments and experiences that encourage active, playful exploration and experimentation; Purposeful teaching to help children gain knowledge and skills; Specific support for children learning English; and Specific accommodations and adaptations for children with special needs. Prekindergarten Learning and Development Guidelines. California Department of Education, 2000.
27 ELD Foundations… Are intended to provide guidance to adults who are working to help preschool English learners gain the knowledge and skills necessary in all domains of the California preschool learning foundations, and Are not intended to be used as an assessment tool or checklist.
28 The Sections Introduction (p ) The Foundations (p ) Glossary (p. 137) References (p )
29 Strand Listening Developmental Level Sub- strand Substrand Focus Foundation Examples Preschool Learning Foundations in English-Language Development Includes information for children with disabilities Handout 5
30 A Different Format Handout 6
31 Strand - Substrand Order There is a developmental progression from beginning-middle-later within a substrand. The order in which the strands and substrands are presented is not meant to indicate a developmental progression.
32 A Deeper Understanding
33 English-Language Development Foundations Working Group Lead Researcher: Marlene Zepeda, CSU Los Angeles Barbara Flores, CSU San Bernardino Vera Gutierrez-Clellen, San Diego State University Linda Espinosa, University of Missouri, Columbia Celia Genishi, Teachers College, Columbia Univ. Alison Wishard Guerra, UC San Diego RaMonda Horton-Ikard, University of Tennessee, Knoxville Gisela Jia, City University of New York Lisa Lopez, University of South Florida
35 Structure of This Domain: A Developmental Progression Page 116
36 Structure of This Domain: A Developmental Progression Page 116
37 Structure of This Domain: A Developmental Progression Page 116
38 The Three ELD Levels of English-Language Development Beginning: The child uses the home language to communicate. Middle: The child uses a mix of home language and basic English common vocabulary and phrases. Later: The child uses English to communicate.
39 Learning a Second Language Four stages Three ELD levels First stage--Use of home language in second language setting Second stage-- Observational and listening period Third stage--Telegraphic and formulaic communication Fourth stage--Productive language use Beginning Middle Later Handout 4
40 Lets Practice Handout 7
41 Using the ELD Foundations ELDL&L
42 * English-language development foundations focus mainly on language and literacy learning because it is by nature language specific.
43 Use the ELD and the L&L Foundations as Companions ELD foundations Designed to assist classroom teachers in their understanding of childrens progress toward English proficiency (PLF, p. 105) L&L foundations Describe development of language and literacy skills for all children
44 How the Foundations and the DRDP-R Work Together
45 Assessing and Monitoring Children's Progress The foundations describe what children should know and be able to do. The DRDP-R is the observation based assessment tool. Children may demonstrate their knowledge using their home language, English, or other communication methods. DRDP-R measures are being developed for English-language development.
46 Assessing Children with Disabilities who are English Learners: Guidance for the DRDP access and the PS DRDP-R for Children with IEPs
47 Supporting the English Learner
48 Some Instructional Strategies Pronounce the childs name correctly. Use body language. Use visuals. Use lots of interesting vocabulary, repeating new words often in English. Summarize or provide key phrases of a story in a book. Repeat common phrases slowly and clearly. Use language and literacy activities that contain repetitive refrains. Use running commentary. Handout 8
49 The more we support English-language development by engaging children through different modalities, the more likely children are to both understand and use that language in a meaningful context. ( Whit Hayslip, Ph.D.) Accommodations and Adaptations for Children with Disabilities Handout 9
50 Additional Resources Preschool English Learners: A Resource Guide A World Full of Language: Supporting Preschool English Learners (DVD)
51 How Would You Do It? Handout 1 Handout 8 Handout 9 Handout 10
52 Preschool English Learners: A Resource Guide Developed to assist practitioners in their understanding of English learners and their families. Provides principles and practices version updated with the guidance of a panel of experts (see EL Resource Guide acknowledgements). Supported by a DVD titled A World Full of Language
53 The ELD Foundations and PEL Resource Guide both… Approach second language learning from a strength-based perspective. Utilize a developmental sequence in understanding second language acquisition. Provide connections between theory and research to practice.
54 The ELD Foundations and PEL Resource Guide: Linkages to L&L Foundations Language and literacy development is developed within the context of social-emotional development, physical development, and for EL children, English-language development. Most of the suggested teaching strategies in PEL Resource Guide are appropriate child development practices in early childhood.
55 Reflection Think of a child in your classroom. At what stage of English-language development is this child? How do you support English-language learners now? What new strategies might you try? What strategies do you use with families to determine how they support their childs home language? Handout 11
56 Reflection Handout 11
57 Q & A
58 CDE Web Site At the Web site address, the underlined Preschool Learning Foundations link takes you to the publication. There you will have easy access to the chapters and sections within the 192 page publication. The Appendix, on pages , provides a summary list of the foundations. Frequently Asked Questions (FAQ) are posted on the Web site. Questions can be sent to
60 To Purchase The Preschool Learning Foundations publication is available for purchase from the CDE Press for $ Ordering information can be found at the CDE Web site or by calling
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