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Foundations in English-Language DevelopmentA California Department of Education

Child Development Division Presentation

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Agenda

• California context and demographics

• The role of home language

• Stages of sequential bilingual language development and foundation levels of second language development

• Structure of the foundations

• Strategies for implementation

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Outcomes• Become familiar with the changing demographics in

California.• Explain the importance of home language to a

child’s learning and identity.• Explain the stages and paths to English-language

learning.• Navigate and understand the structure and content

of the English-language development domain.• Begin to think about ways to use the ELD

foundations to support English-language development.

• Become familiar with additional resources.

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Preschool English Learners: A Resource Guide

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Norms• Start on time and end on time.

• Turn cell phones off.

• Help the group stay on task.

• Listen to thoughts and ideas of others.

• Contribute your thoughts and ideas.

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Parking Lot

Please write questions on post-its and place them on chart paper titled “Parking Lot.”

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Where Do You Stand?• You will see eight different core beliefs

about English-language learners posted around the room.

• Stand next to the belief that speaks most loudly to you.

• Discuss your choice with others who have made the same selection.

• Choose a spokesperson to share a sentence or two about your choice with the rest of the group. Handout 1

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California Preschool Learning Foundations, Volume 1

Social-Emotional Development

Language and Literacy

English-Language Development

Mathematics

Visual and Performing Arts

Physical Development

Health

History and Social Studies

Science

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The purpose of the foundations is to promote understanding of preschool children’s learning and to guide instructional practice.

Purpose

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California Context

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Handout 2

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California Context• Number of English learners in kindergarten for 2007-08

Total kindergarten population 454,743Total kindergarten English learners 186,982

• Of all kindergarten childrenSpanish speaking 155,968 (34%)Vietnamese speaking 5,523 (1%)

Adapted from CDE, Dataquest

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Placeholder

• Insert your local demographic data here

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What Does that Mean for Us?

We must take into consideration how young children, whose home language is not English, negotiate learning in all content and curricular areas.

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The Importance of Home Language

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Role of Home Language

• Home language socializes children into their families and communities.

• Children’s identity and sense of self are linked to the language they speak and the culture from which they come.

• Home language provides a foundation for success in learning and literacy in English.

California Preschool Learning Foundations, Vol 1, p. 103-104

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Loss of Home Language Puts Children At-Risk for:

• Cultural and linguistic displacement• Diminished parent-child communication,

socialization, and identity• Reduced sense of self-efficacy, social, and

cognitive development

California Preschool Learning Foundations, Vol 1, p. 103-104

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Developing proficiency in the first language helps children learn a

second language

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Advantages of Bilingualism

• Communication advantages• Cultural advantages• Cognitive advantages• Character advantages• Curriculum advantages• Cash and financial advantages

Preschool English Learners: A Resource Guide, p. 35

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Who is an English Learner?

• Children whose families use a language other than English at home, and

• Children whose primary or first language is a language other than English.

FAQ 21

Handout 3

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Paths to Second-Language Learning

• Simultaneous• Sequential or

Successive• Receptive

Preschool English Learner Resource Guide, p. 36-43

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Stages of Sequential Bilingual Language Development

• Attempts to use home language to communicate with teachers and peers

• Observational and listening period

• Telegraphic and formulaic communication

• Fluid/Productive language stage

Preschool Learning Foundations, p.105-106Handout 4

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Disability or Normal Stage

Language Disorder• Inability to understand

and process language either expressively or receptively

• Disability

Language Difference• Can speak another

language or a variety of a standard language

• Normal stage of language development

Preschool English Learner Resource Guide, p. 64

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A Guided Tour

How is the English-language development domain organized?

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The Foundations for English-Language Development…describe the knowledge and skills in sequential or successive English acquisition that young children typically exhibit:– In beginning, middle, and later stages of

English-language development;– With appropriate support; and– When attending a high-quality preschool

program.

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High-Quality Programs include…

• Environments and experiences that encourage active, playful exploration and experimentation;

• Purposeful teaching to help children gain knowledge and skills;

• Specific support for children learning English; and • Specific accommodations and adaptations for

children with special needs. Prekindergarten Learning and Development Guidelines. California

Department of Education, 2000.

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ELD Foundations…Are intended to provide guidance to adults who are working to help preschool English learners gain the knowledge and skills necessary in all domains of the California preschool learning foundations, and

Are not intended to be used as an assessment tool or checklist.

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The Sections

• Introduction (p. 103-111)

• The Foundations (p. 112-136)

• Glossary (p. 137)

• References (p. 138-142)

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StrandStrandListening

Developmental Level

Developmental Level

Sub-strand

Sub-strand

Substrand Focus

Substrand Focus

FoundationFoundation

ExamplesExamples

Preschool Learning Foundations in English-Language Development

Includes information for children with

disabilities

Includes information for children with

disabilities

Handout 5

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A Different Format

Handout 6

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Strand - Substrand Order

• There is a developmental progression from beginning-middle-later within a substrand.

• The order in which the strands and substrands are presented is not meant to indicate a developmental progression.

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A Deeper Understanding

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English-Language Development Foundations Working Group

• Lead Researcher: Marlene Zepeda, CSU Los Angeles • Barbara Flores, CSU San Bernardino• Vera Gutierrez-Clellen, San Diego State University• Linda Espinosa, University of Missouri, Columbia• Celia Genishi, Teachers College, Columbia Univ. • Alison Wishard Guerra, UC San Diego• RaMonda Horton-Ikard, University of Tennessee, Knoxville• Gisela Jia, City University of New York• Lisa Lopez, University of South Florida

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Beginning-Middle-Later

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Structure of This Domain: A Developmental Progression

Page 116

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Structure of This Domain: A Developmental Progression

Page 116

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Structure of This Domain: A Developmental Progression

Page 116

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The Three ELD Levels of English-Language Development

• Beginning: The child uses the home language to communicate.

• Middle: The child uses a mix of home language and basic English common vocabulary and phrases.

• Later: The child uses English to communicate.

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Learning a Second LanguageFour stages Three ELD levels

First stage--Use of home language in second language setting

Second stage--Observational and listening period

Third stage--Telegraphic and formulaic communication

Fourth stage--Productive language use

Beginning

Middle

Later

Handout 4

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Let’s Practice

Handout 7

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Using the ELD Foundations

ELD L&L

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*

English-language development foundations focus mainly on language and literacy learning because it is by nature language specific.

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Use the ELD and the L&L Foundations as Companions

ELD foundations• Designed to assist

classroom teachers in their understanding of children’s progress toward English proficiency (PLF, p. 105)

L&L foundations• Describe

development of language and literacy skills for all children

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How the Foundations and the DRDP-R Work Together

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Assessing and Monitoring Children's Progress

• The foundations describe what children should know and be able to do.

• The DRDP-R is the observation based assessment tool.

• Children may demonstrate their knowledge using their home language, English, or other communication methods.

• DRDP-R measures are being developed for English-language development.

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Assessing Children with Disabilities who are English

Learners: Guidance for the DRDP access and the PS DRDP-R for Children

with IEPs

www.draccess.org/assessors/ELGuidance.html

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Supporting the English Learner

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Some Instructional Strategies• Pronounce the child’s name correctly.• Use body language.• Use visuals.• Use lots of interesting vocabulary, repeating new

words often in English. • Summarize or provide key phrases of a story in a

book.• Repeat common phrases slowly and clearly.• Use language and literacy activities that contain

repetitive refrains.• Use running commentary.

Handout 8

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“The more we support English-language development by engaging children through different modalities, the more likely children are to both understand and use that language in a meaningful context.” (Whit Hayslip, Ph.D.)

Accommodations and Adaptations for Children with Disabilities

Handout 9

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Additional Resources

• Preschool English Learners: A Resource Guide

• A World Full of Language: Supporting Preschool English Learners (DVD)

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How Would You Do It?

Handout 1

Handout 8

Handout 9

Handout 10

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Preschool English Learners: A Resource Guide

• Developed to assist practitioners in their understanding of English learners and their families.

• Provides principles and practices.

• 2007 version updated with the guidance of a panel of experts (see EL Resource Guide acknowledgements).

• Supported by a DVD titled “A World Full of Language”

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The ELD Foundations and PEL Resource Guide both…

• Approach second language learning from a strength-based perspective.

• Utilize a developmental sequence in understanding second language acquisition.

• Provide connections between theory and research to practice.

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The ELD Foundations and PEL Resource Guide: Linkages to L&L

Foundations

• Language and literacy development is developed within the context of social-emotional development, physical development, and for EL children, English-language development.

• Most of the suggested teaching strategies in PEL Resource Guide are appropriate child development practices in early childhood.

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Reflection• Think of a child in your classroom. At what

stage of English-language development is this child?

• How do you support English-language learners now?

• What new strategies might you try?• What strategies do you use with families to

determine how they support their child’s home language?

Handout 11

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Reflection

Handout 11

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Q & A

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CDE Web Site• At the Web site address, the underlined Preschool

Learning Foundations link takes you to the publication. There you will have easy access to the chapters and sections within the 192 page publication.

• The Appendix, on pages 173-192, provides a summary list of the foundations.

• Frequently Asked Questions (FAQ) are posted on the Web site. Questions can be sent to psfoundations@cde.ca.gov

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http://www.cde.ca.gov/sp/cd/re/psfoundations.asp

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To Purchase

• The Preschool Learning Foundations publication is available for purchase from the CDE Press for $15.95.

• Ordering information can be found at the CDE Web site www.cde.ca.gov or by calling 800-995-4099.

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Thank you for coming

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Evaluation

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