Californias Best Practices forYOUNG DUAL LANGUAGE LEARNERS

Research Overview Papers

GOVERNORS STATE ADVISORY COUNCIL ON EARLY LEARNING AND CARE SACRAMENTO, 2013

Californias Best Practices for

Young Dual Language Learners

Research Overview Papers

Governors State Advisory Council on Early Learning and Care

Sacramento, 2013

Publishing Information

Californias Best Practices for Young Dual Language Learners: Research Overview Papers was prepared under the direction of the Child Development Division, California Department of Education (CDE), for the State Advisory Council on Early Learning and Care. This publication was edited by Faye Ong and John McLean, working in cooperation with Cecelia Fisher-Dahms, Education Administrator I, Quality Improvement Office, Child Development Division. It was designed and prepared by the staff of CDE Press for online posting, with the cover created by Tuyet Truong. The document was published by the Department of Education, 1430 N Street, Sacramento, CA 95814. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096.

2013 by the State Advisory Council on Early Learning and Care

All rights reserved

ISBN 978-0-8011-1742-8

CDE Publications and Educational Resources

For information about publications and educational resources available from the California Department of Education, visit http://www.cde.ca.gov/re/pn/rc/ or call the CDE Press sales office at 1-800-995-4099.

Notice

The guidance in Californias Best Practices for Young Dual Language Learners: Research Overview Papers is not binding on local educational agencies or other entities. Except for the statutes, regulations, and court decisions that are referenced herein, the document is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.)

ii

http://www.cde.ca.gov/re/pn/rc/

Contents

A Message from the State Advisory Council Co-Chairs ...................................................................

Acknowledgments..............................................................................................................................

Paper 1. Neuroscience Research: How Experience with One or More Languages Affects the Developing Brain .........................................................................................................................

Barbara Conboy

Paper 2. Cognitive Consequences of Dual Language Learning: Cognitive Function, Language and Literacy, Science and Mathematics, and SocialEmotional Development ...........................

Catherine Sandhofer and Yuuko Uchikoshi

Paper 3. Program Elements and Teaching Practices to Support Young Dual Language Learners ..

Claude Goldenberg, Karen Nemeth, Judy Hicks, Marlene Zepeda, and Luz Marina Cardona

Paper 4. Family Engagement in Early Childhood Programs: Serving Families of Dual Language Learners........................................................................................................................................

Linda Halgunseth, Gisela Jia, and Oscar Barbarin

Paper 5. Assessment of Young Dual Language Learners in Preschool ............................................

Linda Espinosa and Vera Gutirrez-Clellen

Paper 6. Early Intervention and Young Dual Language Learners with Special Needs ....................

Deborah Chen and Vera Gutirrez-Clellen

iii

A Message from the State Advisory Council Co-Chairs

We are pleased to present Californias Best Practices for Young Dual Language Learners:

Research Overview Papers, a publication we believe will provide early childhood educators with

valuable information on the most current research on the development of young dual language

learners. This series of research overviews spans the disciplines of neuroscience, cognitive

science, developmental psychology, assessment, educational research, family engagement, and

special needs. Insights from the reviews informed the creation of the forthcoming California

Preschool Program Guidelines, a publication that addresses how to provide high-quality,

developmentally and individually appropriate preschool services for young children. In particular,

information from the research reviews guided the formulation of best practices for supporting the

learning and development of Californias young dual language learners.

The first two research overviews focus on different aspects of dual language development.

Paper 1 (Neuroscience Research: How Experience with One or More Languages Affects the

Developing Brain) reviews basic neuroscience and developmental cognitive neuroscience

research relevant to language development. The paper discusses the general process of learning

language in the early years, whether learning one language or two or more languages. The paper

also addresses differences in how the brain processes language when learning two or more

languages, and concludes that these differences do not reflect delays or deficits, but rather are

adaptations to the unique circumstances of learning two or more languageswhich, in turn, can

lead to developmental advantages when two or more languages are supported through enriched

learning opportunities.

Paper 2 (Cognitive Consequences of Dual Language Learning: Cognitive Function,

Language and Literacy, Science and Mathematics, and SocialEmotional Development)

summarizes the current research on the cognitive consequences of dual language development.

The paper highlights how dual language learning affects general cognitive functioning, including

executive control and memory, as well as areas of learning that have a strong cognitive

component, such as language and literacy, mathematics, science, and socialemotional

development.

The next two papers focus on the preschool program, addressing programmatic elements,

teaching practices, and collaboration with families. Paper 3 (Program Elements and Teaching

Practices to Support Young Dual Language Learners) summarizes research on program

iv

elements and strategies that effectively support the learning and development of young dual

language learners in preschool. The authors describe the elements of high-quality preschool that

benefit all children and identify additional practices that specifically enhance the learning and

development of young dual language learners. In particular, the paper discusses the importance

of providing continuing support for childrens home language as they learn English, as home

language proficiency is foundational for learning and development across all domains including

English-language development.

Paper 4 (Family Engagement in Early Childhood Programs: Serving Families of Dual

Language Learners) reviews the many positive developmental child outcomes that are

associated with family engagement. The authors underscore the importance of strengthening

family engagement in preschool for childrens future learning and families continued

participation in educational settings. The paper pays particular attention to how to foster family

engagement with families of young dual language learners. Topics include addressing the

bilingual and bicultural needs of families, developing warm and mutually respectful relationships,

engaging in regular two-way communication, and approaching families with a strength-based

perspective.

The final two papers examine assessment, early intervention, and young dual language

learners with special needs. Paper 5 (Assessment of Young Dual Language Learners in

Preschool) focuses on the importance of accurate and valid assessment of young dual language

learners development and achievement. The paper discusses the need to take into account

linguistic, cultural, and background considerations when assessing young dual language learners.

Two specific purposes of assessment are addressed: (1) observational assessment for

instructional decision making and improvement, and (2) assessment for screening and referral of

children who may have special needs. The paper also makes clear that assessments must be valid,

reliable, and linguistically and culturally appropriate. It closes with guidance for practitioners on

assessing young dual language learners, including a flowchart and assessment matrix with

specific questions and suggestions that can guide teachers decisions.

Paper 6 (Early Intervention and Young Dual Language Learners with Special Needs)

addresses both the language development of young dual language learners with special needs and

key considerations when choosing the language for intervention. The overview states that

children with a range of special needs can learn more than one language. In fact, children with

language disorders can apply their home language skills when learning a second language, which v

in many cases results in a greater rate of learning of the second language. Of particular note, the

authors found that the use of the home language in intervention does not slow the acquisition of

the second language.

As a set, these six research overviews reflect the most current research related to the learning

and development of young dual language learners. They provide insight into how young dual

language learners learn two languages, and also how they learn an