Presentation is loading. Please wait.

Presentation is loading. Please wait.

1 English Language Development Foundations and Framework Volume 1.

Similar presentations


Presentation on theme: "1 English Language Development Foundations and Framework Volume 1."— Presentation transcript:

1 1 English Language Development Foundations and Framework Volume 1

2 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Outcomes Explore California demographics Why two languages? Paths to bilingualism Navigate and understand the structure and content of the English-language development domain. Begin to think about ways to use California Department of Education resources to support English-language development.

3 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Where Do You Stand? Read the eight 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.

4 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ First, Lets Look at the Big Picture

5 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ California Context

6 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ 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

7 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Demographic Trends: California and English Learners

8 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Placeholder Insert your local demographic data here

9 9 We must take into consideration how young children, whose home language is not English, negotiate learning in all content and curricular areas. Preschool Learning Foundations, Volume 1, p. 103 What Does that Mean for Us? ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

10 10 Why Two Languages?

11 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Advantages of Being Bilingual Communication Cultural Cognitive Character Curriculum Cash 11

12 12 Do you see an advantage to being bilingual?

13 13 Role of Home Language

14 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Importance of Home Language Developing proficiency in the first language helps children learn a second language Bialystok, 2001; Childhood Bilingualism, 2006; Cummins, 1979; Fillmore, 1991; Preventing Reading Difficulties in Young Children, 1998 Wong

15 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Cross Language Transfer Theory Skills, background knowledge and cognitive strategies transfer between the first and second language August & Hakuta, 1997; Ben-Zeev, 1997; Bernhardt, 1991; Durgunologlu & Verhoven, L1L2

16 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Threshold Hypotheses Before the benefits of bilingualism can be achieved, one must achieve minimum levels of proficiency in both his home language and in the second language. Cummins & Swain,

17 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Maintaining the home language… Socializes children into their families and communities Crago, 1988; Johnston and Wong, 2002; Ochs and Schieffeline,1995; Vasquez, Pease-Alvarez, and Shannon, 1994 Provides a foundation for success in learning and literacy in English. Durgunoglu and Oney, 2000; Jimenez, Garcia, and Pearson,1995; Lanauze and Snow, 1989; Lopez and Greenfield, 2004

18 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Results of Language Loss Diminished parent-child communication, socialization, and identity Wong Fillmore, 1991 Cultural and linguistic displacement Genesee, Paradis, and Crago, 2004 Reduced sense of self-efficacy, social, and cognitive development Chang, 2007; Duke and Purcell-Gates, 2003; Moll, 1992; Riojas- Cortez, 2001; Vygotsky and Education, 1990

19 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/

20 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Preschool English Learners : Principles and Practices to Promote Language, Literacy, and Learning

21 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Paths to Bilingualism

22 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Paths to Bilingualism Simultaneous The child is learning both languages prior to age three Successive The child is exposed to the second language at age three or older Four stages –Home Language –Observational/Listening –Telegraphic/Formulaic –Productive Language Use

23 23 World Full of Language

24 24 Making connections Compare your notes with an elbow partner Fill in anything you missed. 24 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

25 25

26 26 California Department of Education Resources

27 27 Beginning, middle, later

28 28

29 29 California Department of Education Resources

30 30 Framework Strategies Environment and materials Teachable moments Planning learning opportunities Interactions and strategies ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/2012

31 31 Supporting the English Learner

32 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Environment and Materials Areas for two or three children (or an adult and one or two children) (PCF, p. 183) Play areas where a child can listen without speaking (PCF, p. 182) Environmental print in English and home languages (PCF, pp. 183, ) Print and audio resources in English and home languages (PCF, p. 191) Wordless picture books (PCF, p. 203)

33 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ My Plan

34 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Strands Substrands English-Language Development Strands and Substrands

35 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ English-Language Development Strands and Substrands

36 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Listening and Speaking Use gestures, props, home language to aid understanding and vocabulary development (PCF, pp. 190, 102, 199) Repeat common phrases slowly and clearly (PCF, p. 199) Give the child time (PCF, p. 199) Expand and extend (PCF, p. 199) Listen and ask (PCF, p. 203)

37 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Insert video clip here

38 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ English-Language Development Strands and Substrands

39 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Reading and Writing Library materials in home language and English (PCF, pp. 208, 214) Use language and literacy activities with repetitive refrains and rhymes (PCF, pp. 191, 215) Before reading, introduce key vocabulary in home language (PCF, pp. 191, 208) Create small groups for book reading (PCF, pp. 191, 210) Encourage children to create their own books (PCF, pp , 221)

40 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Insert video clip here

41 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ 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

42 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ How Would You Do It? Handout 7 Handout 8 Handout 9 Handout 10

43 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Strategies for Dual Language Learners Throughout the Framework For example, in Chapter 6, Mathematics, you will find: Modified language Manipulative and every day objects Modeling and acting out Oral descriptors for new vocabulary Respect the silent period Match questions to the childs proficiency level Use the childs first language and culture (Mathematics in the Early Years, NAEYC)

44 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Use the ELD and the L&L Foundations and Frameworks 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

45 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Alignment of stages and levels for Listening and Speaking PEL Guide Stages 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 Foundations Levels Beginning Middle Later

46 46 Lets Practice

47 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/

48 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ The DRDP-PS Assesses Childrens Progress toward Achieving the Foundations

49 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Assessing and Monitoring Children's Progress For all domains other than English-Language Development, children may demonstrate their knowledge using their home language, English, or other communication methods. The four English-Language Development measures, are focused specifically on a childs growing skills in English.

50 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Desired Results Developmental Profile

51 51 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?

52 52 Reflection

53 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/31/ Learn More PEL Guide TrainingPEL WebsitePEL Guide

54 54 Questions and Comments


Download ppt "1 English Language Development Foundations and Framework Volume 1."

Similar presentations


Ads by Google