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

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


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.


Task: Draw from EEC’s Feb. 2009 Strategic Plan

• Research-based standards for quality programming

• Parents recognized a child’s first teacher

• DLL parents have access to information and services

• EEC workforce has broad diversity


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


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


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


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


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


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.


• Next Steps….

• Questions….


Debbie Zacarian, Ed.D., Director

413.586.4900 x136

800.278.4244 x136

413.586.2878 Fax

[email protected]

Barbara Finlayson., Director

Early Childhood

CES

Collaborative for Educational Services

(formerly Hampshire Educational Collaborative

97 Hawley Street

Northampton, MA 01060

Professional Development, Consulting,

Assessment and Program Development


cele.collaborative.org

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

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