Case Study Report/Program Evaluation Funder• The Schumann Fund for New Jersey

Pilot Project Partners• The New Jersey Department of Human Services, Division of Family Development• Family Strength Associate, Inc.• John S. Watson Institute for Public Policy of Thomas Edison State College

Cultural Competency and English Language Learners Working GroupSTAFF:• Joseph Youngblood II, J.D., Ph.D. Associate Vice President for Public Affairs

Dean, the John S. Watson School of Public Service and Director of the Watson Institute for Public Policy of Thomas Edison State College

• Barbara George Johnson, Deputy Director of the Watson Institute for Public Policy• Ana I. Berdecía, M.Ed. Senior Fellow/Director Center for the Positive Development

of Urban Children at the John S. Watson Institute for Public Policy of Thomas Edison State College

MEMBERS OF WORKING GROUP:• Angela Spence DeGraff, AngelWorks Consulting, LLC.• Arti Joshi, The College of New Jersey• Barbara Reisman, The Schumann Fund for New Jersey• Beverly Wellons, NJ Department of Human Services, Division of Family Development• Gregory Seaton, The College of New Jersey• Jody Ebery, The College of New Jersey• Melinda Green, Children’s Futures• Michael Carrigan, Special consultant to the pilot project• Nancy Thomson, The Child Care Connection• Pamela Sims Jones, John S. Watson Institute for Public Policy• Paulina Alvarado Goldman, The PCBE, The Policy and Capacity Building Experts• Ramata Choma, Family Strength Associate, Inc.• Shonda Laurel, NJ Department of Human Services, Division of Family Development

Summer Institute Faculty• Ana I. Berdecía, M.Ed.• Michael Carrigan, M.Div.• Deborah J. Chitester, MS, CCC, SLP • Lisa Garwood, M.Ed.

Participating Centers• Better Beginnings Child Development Center, Hightstown, New Jersey• Burlington Head Start, Delanco, New Jersey (2 classrooms participated)• El Centro Communal Boricano, Camden, New Jersey• Marlin Luther King Jr. Child Development Center, Camden, New Jersey• Princeton YWCA, Princeton, New Jersey• Respond, Inc, Camden, New Jersey• The Growing Tree, Jersey City, New Jersey• Trenton Head Start, Trenton, New Jersey• Straight and Narrow, La Vida Child Care Center, Patterson, New Jersey

Acknowledgements

Program Framework…Threads of Cultures: The Pilot Cultural Competency and English Language

Learners Summer Institute/Mentoring Program in New Jersey

system of signs that is seen as having itself acultural value. Speakers identify themselvesand others through the use of language; theyview their language as a symbol of their socialidentity. The prohibition if its use is often per-ceived by its speakers as a rejection of their so-cial group and their culture. Thus, we can saythat language symbolizes cultural identity(Kramsch, 1998).

America is becoming increasingly racially di-verse. According to the National Clearing-house for English Language Acquisition andInstructional Education Programs, one in fivestudents who enter school in the U.S. speak a

ulture and language are threads that must be woven together throughout early childhood programs because it has personal

meaning and connection to the diverse speak-ers that comprise all cultures. Language andculture can not be examined separately due totheir shared components.

Language is the principal means where weconduct our social lives. When it is used incontexts of communication, it is bound upwith culture in multiple and complex ways. Inboth cases, language expresses cultural reality.Members of a community or social groups donot only express experiences; they also createexperiences through language. Language is a

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home language other than Eng-lish. English Language Learn-ers (ELL) represent more thanmillion students in K-12 publicschools, over 2 million studentsin preschool to grade 3, andover 300,000 students in HeadStart programs nationwide(NCELA, 2006).

In New Jersey’s classrooms, thenumber of English LanguageLearners and ethnically diversechildren is also rapidly increas-ing. However, our teachers donot possess the skill-sets necessary to addressthe intersection between culture and language.Higher education institutions and professionaldevelopment opportunities seldom addresshow cultural and language issues can impactclassroom practices, teacher effectiveness, par-ent involvement, and outcomes for children(Daniel, & Friedman, 2005).

Research on brain development has providedevidence that language, social, and cognitivedevelopment are essential aspects of the learn-ing process. Each child’s home language andculture provide a foundation to learn about theworld around them and shapes his or herclassroom experiences. Culturally responsiveclassrooms understand that culture and lan-guage are tied to children’s emotional andcognitive development and can provide thecornerstone to ensure a positive early development.

To address the need to build a culturally re-sponsive early childhood workforce, the Cen-ter for the Positive Development of UrbanChildren at the John S. Watson Institute forPublic Policy of Thomas Edison State Collegedeveloped the concept for the New Jersey

Summer Institute/Mentoring Program thatwould infuse early childhood practitionerswith effective strategies to become culturallyand linguistically competent.

The framework of the New Jersey CulturalCompetency and English Language LearnersSummer Institute/Mentoring Program provedto be a success at transforming the classroomdesign and teacher practices of early child-hood teachers. During the Summer Insti-tute/Mentoring Program, participants took acloser look at how the classroom environmentcan affect learning and what the teacherscould do to create a positive and welcomingclassroom that affirms culture and home lan-guage. This reflective professional develop-ment experience allows teachers to develop adeeper understanding of children, the teacher-learning process, and their role in the educa-tional lives of their students. Since teacherswere viewed as equal partners in this actionresearch, they embraced the opportunity to ar-rive at cooperative solutions and were commit-ted to the implementation of strategies tocreate culturally competent classrooms thatwelcome diverse students with multiple languages.

2007 First Charter Class

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he three-day New Jersey Summer Insti-tute provided 20 early childhood teachers from 10 classrooms with the opportunity

to gain knowledge about English LanguageLearners and culturally competent practices.The Institute targeted non-Abbott centers thatreceived funding from the New Jersey Depart-ment of Human Services, Divi-sion of Family Development. TheInstitute teachers represented eachof the three regions in New Jer-sey—North, Central, and South.After the Summer Institute theteachers were mentored for six-months and participated in alearning community via telecon-ferences.

Teachers were encouraged to ex-amine their own cultural fabricand biases, as well as the world ofEnglish Language Learners fromdifferent cultural perspectives.After exploring their own culturalbackground, as well as that oftheir students, the teachers beganto recognize the different strate-gies they could use to enhancetheir classroom instruction. Participants hadthe opportunity to explore many strategies tobecome culturally and linguistically competentcaregivers. After the training, teachers startedto incorporate these strategies to transformtheir classroom into exceptional learning envi-ronments for all their students. Using actionresearch, teachers continually made improve-ments to their classrooms and instructionalstrategies.

The Summer Institute/Mentoring Programrelied on a variety of methods to encouragechanges in teaching practices in order to createmore culturally competent and welcomingclassrooms for English Language Learners.The central means of teacher improvementrelied on action research. Action research can

be defined as an approach to professional de-velopment and improved student learning inwhich teachers systematically reflect on theirwork and make changes in their practice.Effective action research integrates theory andpractice by immediately applying results intothe classroom (Borgia & Schuler, 1996). BettyGarder described the philosophy behind actionresearch as, “To learn is to change; to changeis to create; and to create is to learn” (Gardner,1996).

What We Did…The New Jersey Summer Institute/Mentoring Program Model

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Teachers participating in the “AWAKA” cultural simulation

Action research is an active process for teach-ers. Through participation in the Summer In-stitute/Mentoring Program, teachers wereasked to examine their teaching experiencesconcerning cultural competency and EnglishLanguage Learners, reflect the meaning andefficacy of their teaching, and then take actionto change what they perceived to be in need ofchange. Action research is an on-goingprocess, rather than a program, and resultsfrom one teacher’s experience can be appliedto other classrooms (Borgia & Schuler, 1996).

1) Pre-Assessment: Each classroom was visited to interview the teaching team consisting of both thegroup and assistant teacher. Classroom observations and assessments were completed.

2) Training Modules: The Institute’s training program included one day on culture, one day and a halfon English Language Learners, and a half day on creating an action plan for returning to the class-room. Participants earned 21 hours of professional development in cultural competency and strate-gies for English Language Learners.

3) Tool Box: Each classroom received a tool box of bilingual and culturally competent materials,books, posters, etc., that assisted the teaching team in transforming their classroom.

4) Mentoring and Coaching: Each teaching team received a periodic monthly check-in call to discusschanges made to the classroom design and to teaching practices. During these check-ins, teachersalso had an opportunity to ask questions and discuss areas they wanted to further improve. Two fol-low-up visits were also scheduled in October and mid January through February 2008. After eachvisit, teachers received an observation report which outlined areas improved and suggested areas offocus for the next visit. At the conclusion of the observation and the assessment, the teachers re-ceived on-site coaching in the classroom. The teachers also received mentoring services by beingable to call the mentor at any time for advice concerning instructional practices.

5) Learning Community: Teachers participated in two teleconferences that maintained a learning com-munity through lesson studies and the discussion of best practices. Teachers who participated in thelearning community earned an additional 4 hours of professional development.

6) Post-Assessment: Each classroom was visited a third time in late January 2008 to early February2008 to evaluate the full impact of the program with classroom observations and assessments. Dualpost-tests allowed for the evaluation of lasting teaching practices.

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Design Features of the New Jersey Summer Institute/Mentoring Program:

“I was always aware ofcultural differences, butnow I am taking it seri-ously. Culture now has apurpose in my Classroom.”

Summer Institute Participant

he teachers were surveyed after they completed the three-day Summer Insti-tute, received one-on-one mentoring and

coaching, and participated in the two telecon-ferences. The mentor’s classroom observationsconfirmed that the teachers possessed a strongcommitment to transforming their classroom.The mentor observed highly visible changesin the classroom design and the selection ofmaterials. The one-on-one mentoring sessionsdemonstrated that teachers were testing ideas

because they asked for more feedback aboutparticular concepts discussed in the SummerInstitute/Mentoring Program as well as ideasfrom the two assigned textbook readings.Results from the interviews indicated that100% of the teachers believed they possessedmore knowledge about English LanguageLearners and cultural competency after theSummer Institute. For example, a teacher indi-

cated that she was, “enlightened to understandhow to incorporate and use Spanish appropri-ately in the classroom.” Another teacherexpressed, “I learned more in three daysthan in any other trainings I ever participatedin combined.”

Other teachers indicated a shift away fromprevious bias and the movement towards aculturally responsive classroom. One partici-pant stated, “It was an eye-opening experi-

ence. I have atotally new visionon how to approachchildren in theclassroom. It reallyhelped me becauseI have a new way, anew tool that helpedme understandwhere my childrenwere from and howI can help.” Anotherteacher expressed,“I was alwaysaware of culturaldifferences, butnow I am taking

it seriously. Culture now has a purpose in myclassroom.”

One hundred percent of participants indicatedthat classroom observations and subsequentmentor feedback helped them to improve theirclassroom design or instructional practices.The intentional mentoring provided in theSummer Institute/Mentoring Program’s struc-

5

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ture allowed teachers to have the support tobreak out of their old instructional patternsand try something new. One hundred percentof participants also indicated that having amentor was helpful in transforming theirclassroom and implementing new instructionaltechniques. Teacher feedback indicated thatthe mentoring and coaching received from theSummer Institute/Mentoring Program was apositive driving force in implementing newtechniques.

Teachers have started to incorporate theEnglish Language Learners strategies recom-mended by the New Jersey Department ofEducation Preschool Program ImplementationGuidelines for Non-Abbott Centers (2003) andthe book, “One Child, Two Languages: AGuide for Preschool Educators of ChildrenLearning English as a Second Language.” Inthe second post-Summer Institute classroomobservations, more ELL strategies were ob-served being implemented, and the teacherswere feeling more confident about using thesestrategies. In a majority of the participatingclassrooms, more teachers were improvingtheir implementation of the ELL strategies bystarting with what the children know, buildingvocabulary in the home language, and talkingwhile doing. For example, the average number

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Improved ELL Strategies

ELL Strategies: Needs Improvement

The New Jersey Summer Institute/MentoringProgram pilot took on an ambitious six-monthtimeframe to attempt to measure the transfor-mation in teacher practice in terms of culturaland linguistic responsiveness that supportEnglish Language Learners. Our findings donot state that these teachers have arrived atbecoming expert culturally responsive care-givers. The research literature has linked highteacher cultural competency with improvedchildren’s academic and developmental out-comes. The reader should note however thatthis case study was conducted on a small scaleand does not assess actual child developmentoutcomes. The promising results of this eval-uation strongly warrant further research on the

Conclusion

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Pre-InstituteObservation

Final Post-InstituteObservation

Readingaloud Transitioning

Activities Extendingconversationsin bothlanguages

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of centers demonstrating the ELL technique oftalking while doing increased in 63 percent ofparticipating classrooms. However, despitethese improvements, there are still severalareas in which teachers need to improve theirinstruction. For example, on average, only 25percent of the classrooms are integrating chil-dren’s home languages into both directionsand the content of lessons.

Figure 3

7

connection between provider competencydevelopment and child outcomes. With the ac-quisition of adequate funding, future researchwill employ an experimental design (controlgroup) and focus on child outcomes in addi-tion to assessments of teacher competency.

The development of a truly culturally and lin-guistically competent educator is a continuousprocess that requires constant self-reflection,reinforcement, and ongoing professional de-velopment. However, the results from our pilotsuggest that participant changes in thinkingand practices can occur in a six-month period.In short, professional development coupledwith mentoring can positively impact teachers’capacity to be culturally and linguisticallyresponsive caregivers.

The learning communities provided time forteachers to reflect on their experiences, as wellas encourage future changes. Research hasdemonstrated that the participation in learningcommunities leads to change in educationalpractice. Learning communities allow teachersto share knowledge that is situated in the day-to-day experiences of teachers which is bestunderstood through critical reflection withothers who share similar experiences. During

References

Borgia, E., & Schuler, D. (1996). Action Research in Early Childhood Education. Washington, DC: ERIC Publications.

Daniel, Jerlean, & Friedman, Susan. (2005, November, 1). Taking the Next Step: Preparing Teachers to Work with Culturallyand Linguistically Diverse Children. Young Children on the Web: Beyond the Journal, 5, Article 2. Retrieved on Sep-tember 12, 2007, from: http://www.journal.naeyc.org/btj/200511/DanielFriedmanBTJ1105.pdf.

Kramsch, Claire. (1998). Language and Culture. New York: Oxford University Press.

National Clearinghouse for English Language Acquisition (NCELA). (2006). Resources About Early Childhood Education.www.ncela.gwu.ed

Gardner, Betty. (1996). Using Action Research: Challenges and Opportunities for the Beginner. Paper represented at the Greater St. Louis Sixth Action Research Collaborative Conference, St. Louis, MO.

Vescio, Vicki, Ross, Dorene, & Adams, Alyson. (2006 January). A Review of Research on Professional Learning Communi-ties: What Do We Know? Paper presented at the NSRF Research Forum, Gainesville, FL

the learning community, teachers were able tospend time collectively, and acted as a sound-ing board for each others ideas. Through thisactive engagement, professional knowledgecan increase and student learning can be en-hanced (Vescio, Ross, & Adams, 2006).

Teachers and schools must also be supportedin their efforts to create culturally competentclassrooms by possessing materials and sup-plies to complement innovative teaching.Funds must be provided for the acquisition ofmaterials that welcome all students and lan-guages in order to provide optimal learningexperiences. Administrators must also supporttheir teachers’ efforts to create culturally com-petent classrooms. Classroom teachers whoare fluent in other languages and have culturalcompetency training should be placed in class-rooms with diverse students who could bestbenefit from their support. Culturally respon-sive classrooms and caregivers have the powerto nurture children’s self-esteem, and providethem with confidence to explore the worldaround them in order to be successful inschool and beyond. These classrooms have thepower to create a greater link between homeand school as well as an opportunity to fostermeaningful parent involvement.

8

he John S. Watson Institute for Public Policy is a center of innovation

and applied policy within the John S. Wat-son School of Public Service of Thomas Edi-son State College. The school is designed tooffer undergraduate and graduate degree pro-grams and advanced professional certificateprograms that cover domestic and interna-tional issues, including public policy studies,nonprofit management, financial management,public policy analysis, regional planning, earlychildhood education, environmental policy/environmental justice and health policy andmanagement.

The Watson Institute is dedicated to deepeningthe analysis around critical public policy chal-lenges and broadening the range of policyideas, perspectives, and options. The Instituteassists decision makers in enacting public pol-icy in the interest of New Jersey’s residents byexpanding the range of policy and politicalpossibilities and positing new policy para-digms. The Institute was created to respond tothe practical needs of decision makers acrossNew Jersey, and to honor the outstandingrecord of public service of the late N.J. As-semblyman John S. Watson, the nation’s firstAfrican American chairman of an appropria-tions committee. The College initially estab-lished The Institute as the Trenton Office ofPolicy Studies in 1991 and dedicated it as TheJohn S. Watson Institute for Public Policy in1997.

The Watson Institute is considered a “thinkand do tank” versus a traditional “think tank.”By turning “lessons learned” into more in-formed policy perspectives and mandates, theInstitute develops long-term strategic partner-ships that will effectuate the greatest level ofchange. Furthermore, it utilizes a holistic ap-proach to policy development that is integratedacross six thematic policy-based centers: The

Center forLeadership De-velopment, theCenter for UrbanEnvironment(CUE), the Center forHealth Policy Develop-ment, the Technical Assistance and SupportService (TASSC), the Education Policy andPractice Initiative, and the Center for thePositive Development of Urban Children.

The Center for the Positive Development ofUrban Children’s primary goal is to bridgethe voices of teachers, practitioners, and fami-lies with policy initiatives that impact the pos-itive development of New Jersey’s children.The Center’s work encompasses a holistic ap-proach that utilizes best practices, policyanalysis, and research to improve health, well-being, and educational outcomes for childrenand adults working with families.

The Center’s Core Values are:✐ Higher educations options and profes-

sional development that aid educators inbecoming “highly qualified” practitioners;

✐ Culturally and linguistically sensitive prac-titioners are essential for the education ofyoung children and true parent involve-ment;

✐ Adequate investment in early learningthrough a comprehensive system assurethat every child in New Jersey reaches itspotential; and

✐ Environmental protection for child healthand well-being to impact learning andoutcomes for children.

To obtain additional copies of theexecutive summary and full casestudy, call (609) 777-4351 ext. 4290,Fax (609) 777-3207, toll free (888)442-8372 ext. 4290, or visit our Website www.tesc.edu.

Who Are We…T

Special ThanksThe Center for the Positive Development of Urban Children would like to thank our funding partners,writers, editors, technical reviewers, and the working group for their support and contributions to thiscase study report as well as their ideas for the 2008 Summer Institute implementation plan. In addi-tion, we would like to thank the teachers who allowed us to capture their classroom success stories:Ada Cecelia Aguirre, Claudetta Jack, Charlene Borelli, Kimberly Prince, Elizabeth Concepcion,Melonie Coley, Graciela Leal, and Christine Tate. We would also like to thank Monica Mejia forproviding us with a director’s view of the impact of the Summer Institute.

Data Collection DisclosureThe data gathered and shared in this case study report comes from the anecdotal notes and classroom observations taken by the sole mentor to the project, Ana I. Berdecía. The observationinstrument was then compiled and analyzed by an independent program evaluator, Caitlin Kosec.The literature review and framework for the case study report was co-authored by both the mentorand the evaluator.