Soodie Ansari, San Mateo County Office of Education

Carola Matera, CSU Channel Islands

Engaging Dual Language

Learners

and their Families in

Linguistically and Culturally

Responsive Learning

Environments

Activity

• Find a partner

• Each person will have 1 minute to talk

without being interrupted

• Person 1: List strategies that you know

about and/or use to support DLLs

• Person 2: Share how families can

support home language development

in collaboration with teachers

Large Group Discussion

I noticed…

I wonder…

children

๏ Dual language learners

๏ English learners

๏ English language

learners

๏ Second language

learners

๏ New language learners

๏ Bilingual

๏ Limited English

proficient

๏ Long-Term English

Learners

Quality for All

What are the quality components in a TK

classroom with children who are DLLs?

Quality for DLLs

Key concepts:

Intentionality

Collaboration with families

Resources/Strategies

our understanding of...

our views about...

CULTURE

LANGUAGE

BELONGING

Courtesy of Briana Grace Photography

5 Great things about Multilingualism

BEING MULTILINGUAL

Improves memory and

cognitive function

Facilitates English language

development

Promotes school literacy

Fosters identity formation and

sense of self-esteem

Strengthens family

relationships, including

extended family members

Potential for biliteracy

Has positive effects for mental

health

Facilitates access to a

specialized workforce, social

groups and enriched life

“It’s important for me to teach my children Spanish

for communication and closeness.

If they lose Spanish, I lose them.”

Parent Participant at ECLDI training, San Mateo County

Extra-Ordinary Learning

• Children’s brains are wired to

learn more than one language

• Learning and developing in more than

one language does NOT delay growth

nor development

• Instead, it promotes more efficient

cognitive functioning, academic

achievement and enhances learning

English

• Negative consequences in losing home

language

INTENTIONALITY

๏ Simultaneous Bilingualism: child develops

two languages at the same time (typically

before age 3)

๏ Sequential Bilingualism (also known as

successive bilingualism): child is learning a

second language after the foundation for his

first language has been established (typically

after age 3).

๏ Receptive Bilingualism: child is able to

understand a great deal more than he can

produce in a given language.

Paths To Bilingualism

S

Learn

ing &

Develo

pm

en

t

Birth Age 4 Age 5

Supporting Learning &

Development

in Sequential DLLs

Stechuk (2012)

S

Learn

ing &

Develo

pm

en

t

Birth Age 4 Age 5

Supporting Learning &

Development

in Sequential DLLs

Stechuk (2012)

E

S

Learn

ing &

Develo

pm

en

t

Birth Age 4 Age 5

Supporting Learning &

Development

in Sequential DLLs

Stechuk (2012)

E

S E

Learn

ing &

Develo

pm

en

t

Birth Age 4 Age 5

Supporting Learning &

Development

in Sequential DLLs

English-only

Stechuk (2012)

S E

Learn

ing &

Develo

pm

en

t

Birth Age 4 Age 5

Supporting Learning &

Development

in Sequential DLLs

English-only

English with Systematic

Home Language Support

Stechuk (2012)

S E

Learn

ing &

Develo

pm

en

t

Birth Age 4 Age 5

Supporting Learning &

Development

in Sequential DLLs

English-only

Stechuk (2012)

Stages of Second Language Acquisition

Home Language Stage:

•When a child finds herself in a setting where

others speak a language different from hers, often

times she’ll continue speaking her home language,

especially with other children, even if they do not

understand.

•Child will eventually speak her home language

only with those who understand it or stops using it

all together.

Source: PEL guide & CPIN

Stages of Second Language

Acquisition Observational/Listening Stage:

• Observes what others do, paying close attention

to how they behave in certain settings, and when

they speak

• Tries to connect what is said with what is

happening (which is why use of visuals, props

and cues are so critical during this stage)

• Child is typically quiet during this stage and uses

nonverbal means to communicate. In home

language environment, child tends to be more

verbal.

Source: PEL guide & CPIN

Stages of Second Language

Acquisition

Fluid Language Stage:

• Use full sentences in a variety of contexts, but

are still learning and expanding their

knowledge of the new language

• Demonstrate understanding of rules of the

English Language

• Use new language more creatively

Source: PEL guide & CPIN

Stages of Second Language

Acquisition Telegraphic/Formulaic Speech Stage:

•Child uses a few content or function words (e.g.,

“me out” or “Sara eat”

•Child relies on familiar or repetitive ‘chunks’ or

formulas, for example:

“wanna ___,” (‘wanna play’ or ‘wanna go

home’)

“gimme ___,” (‘gimme book’ or ‘gimme juice’)

Source: PEL guide & CPIN

WHY IS THIS IMPORTANT?

Learning a Language

Learning in a Language

COLLABORATION

WITH FAMILIES

๏ Learn about families’ skills and talents

๏ Build community amongst families

๏ Create more meaningful learning experiences

for children

๏ Support children in seeing their families as

contributors to their community

Families’ Funds of Knowledge

WHY IS THIS IMPORTANT?

RESOURCES/STRATEGIE

S

http://eclkc.ohs.acf.hhs.gov/hslc/tta-

system/cultural-linguistic/center/home-

language.html

RESOURCE:

HOME LANGUAGE SERIES

Call children by

their name

accurately (last name

included not first letter)

Discuss

differences and

similarities in all

languages

Languages in the

room: color-coded

multilingual labels

songs, chants,

poems, stories in

home languages (ask parents for help)

books, artifacts

and displays

reflect the

children’s culture

theme/units

involve family &

community

participation

make connections

with children’s

personal

experiences,

Pathways to Seal

of Biliteracy

quality books in all

language/s,

throughout the

classroom

friendship and

survival

words/phrases in

English

Environmental & Social-Emotional Supports

Back

Back

Discuss

differences and

similarities

between

languages,

cognates

Encourage use of

home language,

Avoid back to back

translation

academic

language: rich,

complex and

varied in both

languages

bilingual picture

dictionaries,

hands-on

experiences to

explore concepts

and vocabulary

Questioning

techniques that

respond to

language

proficiency level

SMALL groups

peer to peer

dialogue, dialogic

reading practices,

children as

storytellers

Use of visuals,

gestures, songs,

REALIA,

photographs,

movement

Encourage use of

home language,

activate prior

knowledge in

child’s language

Instructional & Oral Language Strategies

Stretch to Kindergarten at the Family Engagement Institute,

Foothill College (2011)

WHY IS THIS IMPORTANT?

RESOURCE

“Mama Lisa’s

World”

An International

Music and Culture

website featuring

songs, poems,

rhymes, recipes,

and many more

resources from

around the world!

www.mamalisa.com