Almost all early educators will experience teaching a child whose home language is not English. According to NAEYC (The National Association for the Education of Young Children), “Projections indicate that by 2030, 40 percent of school-age children will have a home language other than English.”
1. Access professional development and current research regarding evidence-based practices for English Language Learners (ELLs), also known as Dual Language Learners, Bilingual Learners, or English as a Second Language (ESL).
The knowledge required in understanding language learning is extensive and also quickly changing with new educational and neurological research. Professional development helps avoid misconceptions that may interfere with best practices and aids in identifying what is needed to provide quality educational experiences.
Look to your local school district to identify ELL specialists and curriculums used in teaching ELL. Language specialists will hopefully be able to share information, contacts, coaching, professional development, and other beneficial resources. State Departments of Education (early learning divisions) may also have personnel, research, and curriculum supporting ELLs. In Pennsylvania, the Pennsylvania Office of Child Development and Early Learning offers the ELL (English Language Learners) Research Brief and Tool Kit.
2. Connect with and celebrate each child's family and culture.
What each child knows about language and literacy will be based on the child's home language and experiences. It is important to understand based on each family's culture there may be many different ways of interacting and communicating; some that we may not be familiar with or that could be misinterpreted. Getting to know families helps in providing knowledge and guidance for how the child learns best.
It is our ethical responsibility to be non-judgmental as educators. Together with families we can share resources and invitations to get to know each other and plan ideas to support the home language(s), the English language, and all developmental learning.
3. Plan for assessment that represents the whole child.
Assessment is helpful in evaluating what is needed and what works. Appropriate assessment takes into consideration the child's culture and language, as well as developmentally appropriate practices. Informal assessment such as note taking; or, formal assessment such as linguistic screening, measures developmental milestones, progress, and English language proficiency.
Administrators and ELL program specialists will be helpful in deciding which assessment and screening tools are needed, have already been done, or are required by state and federal guidelines for ELLs. Applying assessment may be challenging for ELLs, therefore it is often recommended that the assessment be done in the home language. Researchers also recommend gathering assessment information from multiple sources and modalities to better represent the child. For example, parents, family members, and teachers can add their observations and interpretations of learning, language, and behaviors observed.
4. Support effective programming for English Language Learners.
The first step in looking at effective programming for ELLs is to look at our own professional knowledge in regards to cultural awareness, English Language Learners, and language development. What questions do you have? What ELL knowledge, resources, and practices are you familiar with and are comfortable using?
The goal is to uncover ELL curriculum and instruction practices that meet the many needs of ELL children and families. For example, although it is not necessary for the teacher to speak the child's home language, it is helpful to learn important words in the home language that may help in communicating, such as "hungry", "hurt", "mommy", and "potty/ bathroom". The teacher can "mix" language stating the word in both English and the home language, helping to learn new vocabulary and also valuing the home language. To help understand programming needs and criteria, many states have defined ELL standards, such as the Pennsylvania English Language Proficiency Standards.
References
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Casteel, C.J. & Ballantyne, D.G.,Eds. 2010. Professional Development in Action: Improving Teaching for English Language Learners. Washington, DC: NCELA (National Clearinghouse for
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English Language Acquisition). http://www.ncela.gwu.edu/files/uploads/3/PD_in_Action.pdf.
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Center for Applied Linguistics; National Clearinghouse for English Language Acquisition and Language Instruction Education Programs ; Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (formerly the Office of Bilingual Education and Minority Languages Affairs, OBEMLA); National Association for Bilingual Education.
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