©2010 CELE/Collaborative for Educational Services | collaborative.org Solutions for educators and others working with English Language Learners and World.

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©2010 CELE/Collaborative for Educational Services | collaborative.org Solutions for educators and others working with English Language Learners and World Language Learners

©2010 CELE/Collaborative for Educational Services | collaborative.org OVERVIEW Research-Based Dual Language Education Policies and Guidelines and Recommendations Barbara Finlayson, M.Ed. Director, Early Education Debbie Zacarian, Ed.D. Director, Center for English Language Education Collaborative for Educational Services

©2010 CELE/Collaborative for Educational Services | collaborative.org Task Develop policies and guidelines that support best DLL education and care practices for children from birth to 8 and their families in the mixed delivery system.

©2010 CELE/Collaborative for Educational Services | collaborative.org Task: Draw from EECs Feb Strategic Plan Research-based standards for quality programming Parents recognized a childs first teacher DLL parents have access to information and services EEC workforce has broad diversity

©2010 CELE/Collaborative for Educational Services | collaborative.org How policies were developed Researched DLL education and care related to infants, toddlers, preschool and out of school time children from birth to age 8. Conferred with experts, Linda Espinoza, Karen Nemeth and Sharon Yandian Conducted Survey of EEC Educators Conducted 8 Site Visits Collaborated with Commissioner and MA EEC

©2010 CELE/Collaborative for Educational Services | collaborative.org Identified Needs Population of DLLs is growing across mixed delivery system Most educators are not prepared to work with linguistically and culturally diverse populations Research-based DLL policies are needed in the Commonwealth

©2010 CELE/Collaborative for Educational Services | collaborative.org Who are Dual Language Learners? In addition to cultural, linguistic, and socioeconomic diversity there are: Literacy-Oriented DLLs Non-Literacy-Oriented DLLs Culturally Disrupted DLLs

©2010 CELE/Collaborative for Educational Services | collaborative.org Who are educators of Dual Language Learners? Range of Prior Educational Experiences Most have not been trained to work with Culturally and Linguistically Diverse Populations

©2010 CELE/Collaborative for Educational Services | collaborative.org Various program types: What does the research tell us? Monolingual in home language Bilingual maintenance/immersion Transitional Bilingual Education English with support in home language English only

©2010 CELE/Collaborative for Educational Services | collaborative.org

Challenges DLLs represent a wide and growing number of languages. There is not enough bilingual bicultural staff. There is great variety among what is considered to be best practices for teaching DLLs and limited policies to guide their education and care. Providers and educators have had limited preparation to meet the needs of DLLs.

©2010 CELE/Collaborative for Educational Services | collaborative.org Next Steps…. Questions….

©2010 CELE/Collaborative for Educational Services | collaborative.org Debbie Zacarian, Ed.D., Director x x Fax Barbara Finlayson., Director Early Childhood CES Collaborative for Educational Services (formerly Hampshire Educational Collaborative 97 Hawley Street Northampton, MA Professional Development, Consulting, Assessment and Program Development ©2010 CELE/Collaborative for Educational Services | collaborative.org cele.collaborative.org