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Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 223 Chapter 2: Preschool English Learners,

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Presentation on theme: "Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 223 Chapter 2: Preschool English Learners,"— Presentation transcript:

1 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 223 Chapter 2: Preschool English Learners, Their Families and Their Communities

2 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 24 Key Points The continually changing and growing demographic landscape of California impacts practices at the preschool level. It is important for teachers to be sensitive to childrens adjustment and performance in the classroom and to learn about the childrens and their families immigration experiences.

3 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 25 Key Points (continued) It is important for teachers to highlight the many ways families are already involved in their childs education and to acknowledge families wealth of knowledge and experiences that can serve as valuable resources in their childrens education.

4 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 26 Key Points (continued) Childrens language-rich environments might include both the home language (formal and informal registers), and English.

5 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 27 Introduction: Name Activity Consider that names of children and family members are important ways of making connections to children and their families. Talk with each other about: -The origin of your name, its significance or how it was chosen -Or if you prefer, share how you chose the names for your children Poem: Who Is Johnny?

6 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 28 Demographic Trends: California and English Learners

7 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 29 English Learners in Santa Clara County

8 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 30 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 process -A difficult and challenging experience -A combination of both positive and negative experiences

9 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 31 Immigrant Experience The experience of leaving ones home country and moving to a new country For families and children it can be: -An exciting and positive process -A difficult and challenging experience -A combination of both positive and negative experiences

10 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 32 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 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 33 With Whom Does the Child Interact? Parents Sibling Friends Other relatives Teacher Specialist Visitors

12 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 34 Language Registers Young children use their language(s) for different social and cognitive purposes. Language registers refer to different forms of the same language used with certain people or in certain situations.

13 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 35 Formal Language Register The formal register is used by children to speak to parents, elders, and teachers. Examples: -Once upon a time, I lived in an egg… Nobody could see me. -Pass the crackers, please. (Callanan, Coto, Miranda, Striffler, Allen, Crandall, & Murphy Contextualizing Curriculum with Childrens Questions and Family Stories. In Classroom Diversity: Connecting Curriculum to Students Lives. Heineman. p. 68)

14 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 36 Informal Language Register The informal register is used by children on the playground, with siblings and friends at home and in the neighborhood. Example: Child A: You be the wolf. Child B: Okay. You put on the cape. (Adapted from: Ashworth & Wakefield. (2004). Teaching the Worlds Children: ESL for Ages Three to Seven. Ontario; Pippin Publishers. p. 57)

15 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 37 Academic English The language of books used at school. The language of school as spoken by teachers, administrators, and many children. Will be addressed further in Chapter 5 of the Resource Guide.

16 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 38 Connecting School and Home Language Practices Some families may be well-informed about language development and bilingualism and have definite goals. Some families may not have given much thought to language acquisition. Families of children with a disability may still be coping with the diagnosis, the system of special education, and the different types of program options available. Therefore, teachers can be supportive by talking with families regarding language learning, language goals, language resources, and a programs philosophy.

17 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 39 Fostering Communication Childrens learning improves when they can communicate at home what they have learned at school. Teachers foster communication between home and school by helping children develop a working vocabulary in the home language to talk about school activities.

18 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 40 Families Cultural Knowledge Often, teachers ask parents and family members to use school vocabulary and practices at home but may forget to do the reverse, i. e., to bring into the classroom the richness of literacy practices, tools, and materials that already exist at home. Duke, N. & Purcell Gates, V. (2003). Genres at home and at school: Bridging the known to the new. The Reading Teacher, 57 (1),

19 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 41 Connections to Principles and Practices Principle 1: Education for English learners is enhanced when preschool programs and families partner around childrens education.

20 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 2 42 Reflection Turn to page 18 in the Resource Guide and take the time to answer Question 4 on your Reflection handout: How do I show the children and their families that I value their home language?


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