Recommendations for positive interactions between offshore ...
New Research and Recommendations for the Dual Language...
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New Research and Recommendations for the Dual Language Learner Early Education Field LAURIE OLSEN, PH.D. ADVANCEMENT PROJECT BIRTH TO FIVE WATER COOLER MAY 22, 2017
Transcript of New Research and Recommendations for the Dual Language...
NewResearchandRecommendationsfortheDualLanguageLearnerEarlyEducationFieldLAURIEOLSEN,PH.D.
ADVANCEMENTPROJECTBIRTHTOFIVEWATERCOOLER
MAY22,2017
PolicyContext
ESSA
ReleasedFebruary
2017
Peer-reviewed
“evidence-based”
consensusofamulti-
disciplinary
committeeofexperts
Includesfindingsand
recommendations
StatementofTask
BirthtoAge8Focus:
Thisfocusareaisonthefoundationalelementsoflanguagedevelopment,developmentalprogress,schoolentry,andpracticesforearlyschoolsuccessforyoungchildrenwhoareDualLanguageLearners.
K-12Focusarea:
Thisfocusareaisgroundedinelucidatinginstructionalpracticesandstructuralfactors,includingduallanguageapproachesthatcanhelpEL/DLLslearnbothgrade-levelcontentaswellasmoredemandingEnglishlanguageproficiencystandards.
AWordonTerminology
Youngchildrenagedbirthto5– “DualLanguageLearners”or“DLLs.”
Childrenaged5orolderorinthePreK-12educationsystem– “EnglishLearners”or“ELs.”
Theentiregroup(birthto21)– “DLLs/ELLs.”
“DualLanguagePrograms”areprogramsthatusebothlanguagesandaimtodevelopbothlanguages
WhytheReport?EducatingDLLs/ELLseffectivelyisanationalchallengewithconsequencesbothforindividualsandforAmericansociety.
Theyconstituteasignificantandincreasingproportionofpopulation.
ManyEnglishLearnersstruggletomeetrequirementsforacademicsuccess,facebarrierstoeducationalprogress,andlagbehindEnglishmono-lingualpeersineducationalachievementandattainment.
RelativetootherU.S.children,DLL/ELsarefarmorelikelytoliveinpovertyandinfamilieswithlowlevelsofparentaleducation.
National:NewImmigration
47.1
29.5
12.5
6.24.7
Regionsoforigin
Asia LatinAmerica Europe Africa Other
Nationally,41%offoreign
bornchildrenwhoareELLsare
fromMexico,followedby
4.5%fromChina.
CaliforniaDemographicsChildrenofImmigrants:Almosthalf(49.1%)ofCaliforniachildren0-8haveoneormoreforeignbornparents(U.S.Census2015report).
EnglishLearnersare33%ofenteringKindergartners.
Twooutoffive(42.3%)CaliforniaschoolchildrenK-12speakalanguageotherthanEnglishathome.
Oftheapproximately1million3-4yearoldsinCalifornia,45%liveinlow-incomefamilies.Ofthose,73%liveinfamilieswheresomeorallspeaklanguagesotherthanEnglish.
DiversityWithinThisPopulation
Everymajorracial/ethnicgroupisrepresented
IncludesbothU.S.andforeign-bornfromeverycorneroftheglobe.
MostinCaliforniacomefromLatinAmericaandAsia,withMexicoasleadingcountryoforigin.
MostoftheState’sELsSpeakSpanishatHome
10
84%
2%
1%
1%
1%
1%
9%
Spanish
Vietnamese
Mandarin
Filipino
Arabic
Cantonese
Other*Korean,Hmong,
Punjabi,Russianand
54otherlanguages
94%speakone
oftop10
languages
84%speak
Spanishathome
DLL/EnglishLearnersAreinAllPartsoftheState
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PromisingFutures
AboutDualLanguageLearners
PromisingandEffectiveEarlyCareandEducationPractices
TheDevelopmentofEnglishLanguageProficiencyinGradesK-12
PromisingandEffectivePracticesforEnglishLearnersinGradesPreK-12
PromisingandEffectivePracticesforSpecificPopulationsofEnglishLearners
PromisingandEffectivePracticesinAssessment
BuildingtheWorkforce
Recommendations
GuidingPrinciple
Policycontexts:National,stateandlocalpolicies,includingthosegoverningstandards,instructionalpractices,educatorpreparation,andassessmentmethods,determinetheeducationalopportunitiesforELLs.
Capacity:Allchildrenhavethecapacitytolearn2+languagesifgivenappropriateopportunities.Fulfillmentofthiscapacitycanbeaccomplishedwithnoharmandhasbenefits.
GuidingPrinciple
Importanceofearlyexperience: ForDLLs/ELLs,early,richdevelopmentofthechild’sfirstlanguageisabeneficialfoundationforlearningEnglishinschool.
GuidingPrinciple
NotSeparate– butInterconnected!
ResearchFindings:
StronghomelanguagesupportslearningEnglish.
Learningtwolanguagesisassociatedwithimprovedcognition,executivefunctionandsocialinteractions.
Earlyexposuretoasecondlanguageisconsistentlyassociatedwithbetterlanguageskillsinthesecondlanguage.
Thequalityandquantityofinputbygoodlanguagemodelsisimportanttosecondlanguagedevelopment.
LanguageLoss
“ELLsareatriskoflosingtheirL1whenexposuretoEnglishbeginsearly– duringthepreschoolorearlyschoolyears;thisistrueevenwhenstudentsareinduallanguageprograms.LossorreducecompetenceintheL1resultsinreducedlevelsofbilingualcompetenceand,commensurately,theadvantagesassociatedwithbilingualism– cognitiveenhancements,improvedself-esteem,competenceinEnglishandotherlanguages,andjob-relatedopportunities”.
AdvantagesofBilingualismImprovedexecutivefunctionskills
Communicativecompetence
Comparablevocabularywhenbothlanguagesareconsidered
Strongsocialskills
Possibledelayofonsetofdementia/Alzheimer’s
Socio-culturalbenefitsandstrengthenedfamilyconnections
Strongeridentitydevelopment
Lateracademicbenefits- metalinguisticskillsbolsterliteracyoverall
Laterlabormarket/economicbenefits
“Whatisknownabouthigh-qualityECEingeneralisthefoundationforeffectivepracticesforDLLs.However,thatbasichigh-qualityECEinstructionmustbeenhancedtomeettheuniquelinguisticanddevelopmentalneedsofDLLs.”
ImplicationsforPractice
Investintheearlyyearsandhigh-qualitysystemsofeducation.
AND
PreschoolDLLsneedsystematicexposuretoEnglishNOTattheexpenseofdevelopmentofthehomelanguage.
SystematicexposuretoEnglishandongoingsupport/developmentofL1isCRITICAL.
Languageofinstruction:Highqualitylanguageexperiencesandsupportinmasteringbothoftheirlanguages(Noclearresearchrecommendinghowmuchandwhattypeofsupportforeachlanguageismosteffectiveinsupportingbilingualdevelopment).
Orallanguageskillsandvocabularyareprimaryfocus– (althoughtheypresentdifferentlyforDLLsthanformonolingualstudents).
Instructionalaccommodationsandenhancements– forcomprehensionandparticipation.
Assessmentpracticesthattakeintoconsiderationbothlanguages.
Teacher/providerqualificationsandlanguageabilitiesforDLLs.
Home-schoolcollaborationpractices.
GuidingPrinciple
Languagelearningisaculturalandsociallyembeddedprocess.Familiesandcommunities,otherinstitutionsaswellasschoolsareinfluentialinthelanguagedevelopmentandeducationalattainmentofDLLs/ELLs.
Childrendevelopandusetheirlanguageskillsandcapacitiesinthecontextofsocialrelationshipsandculturalnorms.Understandingandaddressingthesociallearningcontextstranscendsanexclusivefocusonlanguageskills.
Familyengagement
Familyengagementhaspositivebenefitsonlanguageproficiency,socialskills,testscores,andhighereducationalenrollmentresults.
OutreachonthepartofECEprograms,schoolsandstaffiscritical– andtwo-waycommunication.
Engagefamiliesinsupportingtheirchildren’sdevelopment(includinghomelanguagedevelopment)athome.
Addressthebilingual/biculturalneedsofDLLfamilies.
ComplexityandCascades:Languageisacomplexsystem,takestimetodevelop,andhascascadingeffectsacrossdomainsofthewell-beingofchildrenandyouth.
GuidingPrinciple
BridgingEarlyLearningtoElementaryEducation:Alignment,ArticulationPreK-3
Importanceofalignment,articulationandconsistencyoflanguagedevelopmentacrossthesystemsandage/grade/developmentalspan
P-3initiativesalignstandards,curriculum,instructionandlanguageapproach
ESSAdirectsstatestoforgecloserconnectionsbetweenearlylearningandK-3
SEALprogramexample
PromisingPracticesBridgingECEandK-3Emphasisonorallanguageasfoundationofliteracy
Explicitinstructiononkeyaspectsofliteracy
Integrationoflanguagedevelopmentandcontentlearning
Visualaidsandsupportstomakecontentcomprehensible
Facilitatepeer-engagedlearning
Buildonhome-language,knowledgeandculturalassets
Smallgroupopportunitiesandsupporttoenhanceparticipationandresponsivenessandtargetscaffoldsforcomprehension
Recommendation
“BecauseoneofthegreatestchallengesintheeducationofDLLs/ELsistheopposingviewheldbysocietyatlargeandmanyeducationalprofessionalsaboutwhetherduallanguagelearningshouldbesupportedearlyinachild’sdevelopmentandlaterinclassrooms,andamajorbarriertoimplementationofbestpracticesisduetofears,misunderstandingsandcompetingattitudesaboutthebenefitsofbilingualismandduallanguagelearning”,thereportrecommendssocialmarketing
campaigns aboutchildren’sinnatecapacitytobecomebilingualandthebenefitsofbilingualism.
Recommendation
StateagenciesandorganizationsthatfundandregulateprogramsandservicesforDLLsshouldprovideinformationabouttherangeofvalidassessmentmethodsandtoolsforDLLs/ELsandguidelinesfortheirappropriateuse.
Recommendations(selected)
InvestintheWorkforce!
Fosterassessmentliteracy– abilitytounderstandandinterpretresultsofacademicassessmentsadministeredtoDLLs/Els.
PreparationofteacherstoworkeffectivelywithDLLs/ELs(understandinglanguagedevelopment,influencesofsocioculturalfactorsonlanguagelearning,effectivepractices,assessmentapproaches,skillsforrespectfulpartnershipswithfamiliesofDLLs,skillstoadvocateonbehalfofDLLs/ELLs).
FINDOUTMORE
www.nas.edu/ELPromisingFutures#ELPromisingFutures
