Supporting Young Dual Language Learners: School Readiness & Beyond
Robert Stechuk, PhD
OHS National Center on Cultural & Linguistic Responsiveness
MA EEC Partnership Conference
February 27, 2014
Bienvenidos!
Welcome!
4 Big Ideas
1. Linguistic genius
2. School readiness: the importance of Home Language
3. Importance of daily environments & experiences
4. Scaffolding for success
Office of Head Start National Center on Cultural and Linguistic Responsiveness
(NCCLR)
NCCLR Resources
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OHS Multicultural Principles
Same, Different and Diverse
Importance of Home Language
Strategies for Supporting Children who are DLLs
Many more….
• Go to: ECLKC  Cultural & Linguistic Responsiveness
3 Key Questions
1. WHO are we talking about?
2. WHERE have we been?
3. WHERE can we go (together)?
WHO are We Talking About?
Question 1
WHO are we talking about?
• NOT “LEP”
• NOT “ELL”
• “DLL” intentionally places the focus on children’s learning and development in two (or more) languages.
DLLs: The OHS definition
 Children who: ‒ Acquire two or more languages simultaneously (i.e., from birth)
OR
‒ Learn a second language while continuing to develop their first language
 See the ECLKC – Cultural & Linguistic Responsiveness Home Page for more information
WHERE Have We Been?
Question 2
“Dual” language…
Does NOT mean that
Languages “duel”
Historically
• Young DLLs have been mis‐understood…
• their capabilities severely under‐estimated….
• And myths were turned into self‐fulfilling “prophecies” Historically
• Dual language development has been defined by assumptions without scientific evidence
• In the past – some people have expressed the fear that 2 languages “compete” – i.e., get in each other’s way
• Typical developmental differences were characterized as disabilities
WHERE Can We Go (Together)?
Question 3
Realize intentional & effective practices
Supporting School Readiness & Beyond
Prioritize the required decisions
Organize the relevant information
Big Idea #1: Linguistic Genius
• Regardless of whether a child is growing up with one language – or more than one:
• There is a lot we can see…as well as a lot that we cannot see
• We need to appreciate babies for what’s on the INSIDE…
Linguistic Genius
• Children can rightfully be thought of as
“linguistic geniuses”: • They are born with capabilities that support the acquisition of 2 languages…
• …..when they have regular access to both.
Linguistic Genius
• Children have an innate capacity for more than one language
• Neuroscientists’ evidence confirm that infants are “primed” to hear, process and separate two languages (not only from birth but during the pre‐natal period!)
Big idea #2: Importance of Home Language
• In dual language development during infancy…. 2 languages are processed in separate areas of the infant brain –
• The child builds separate linguistic systems
• But children can transfer skills learned in 1 language into another
Importance of Home Language
• Show animation video
Children Use Their Home Language
 To understand themselves, their families and others  To internalize ideas about themselves, their family, objects, and others
 To think and reflect on information about themselves, their families, and their communities
Big Idea #3: Environments
• Daily conversations connected to a child’s interests & experiences
• Learning experiences connected across all areas of development
• Open‐ended questions and other invitations to speak
• Opportunities to listen and observe verbal & written language across diverse purposes
Environments
• Daily access to books, reading & writing materials
• Support for play
• Introduction of new words (vocabulary)
• Intentional recall of past conversations
• Consistently: warm, responsive, nurturing, supportive & regularly challenging
Daily play builds strong minds & bodies
Big idea #4:
Scaffolding for
Success Bonus Question: What about This?
• The child says: “Quiero jugar outside”
• Children’s code switching used to be interpreted as a disability –
• Now it is recognized as communicative competence – a strength.
When children code switch
1. listen and reflect upon the ideas the child is communicating
2. use the opportunity for assessment: what does the children know?; what are they able to say?; what are they communicating?
3. respond in ways that encourage more communication
Looking Beyond
• Move past unscientific assumptions & beliefs and the related policies/practices • Affirm & celebrate children’s capabilities through intentional and informed daily practices
Looking Beyond ‐ 2
• Reach for ‘potent potentials’ –
1. Assess children in ways that highlights their strengths, prior knowledge, families, cultural heritage & experiences as well as their individual learning styles, interests, and communication Looking Beyond ‐ 3
• Provide a wide range of learning experiences, across all developmental domains
• Create supportive social‐emotional climates
• Partner with families to share information; compare understandings; and to connect with and support optimal learning
• Present strong language models daily
Looking Beyond ‐ 4
• Scaffold many opportunities for children to
– Hear
– process, and – use both of their languages
Looking Beyond: Way, Way Beyond
“And so it goes that, To be ahead of one’s time entails great suffering.
But it’s a beautiful thing
To regard the world
With the eyes of those
Who have yet to be born.”
Otto Rene Castillo, Guatemala