Parent EngagementParent EngagementParent EngagementParent Engagement

May 4, 2011May 4, 2011

Gaye HorneGaye Horne

Spring InstituteSpring Institute

ghorne@springinstitute.orgghorne@springinstitute.org

May 4, 2011May 4, 2011

Gaye HorneGaye Horne

Spring InstituteSpring Institute

ghorne@springinstitute.orgghorne@springinstitute.org

Background: NationalBackground: NationalBackground: NationalBackground: National

The top ten home languages The top ten home languages spoken by students learning spoken by students learning English in 2001 were Spanish, English in 2001 were Spanish, Vietnamese, Hmong, Chinese Vietnamese, Hmong, Chinese (Cantonese), Korean, Haitian (Cantonese), Korean, Haitian Creole, Arabic, Russian, Creole, Arabic, Russian, Tagalog, Navajo. Nearly 400 Tagalog, Navajo. Nearly 400 home languages are spoken by home languages are spoken by students in the United States. students in the United States. (U.S. Department of Education, (U.S. Department of Education, 2000,2001)2000,2001)

The top ten home languages The top ten home languages spoken by students learning spoken by students learning English in 2001 were Spanish, English in 2001 were Spanish, Vietnamese, Hmong, Chinese Vietnamese, Hmong, Chinese (Cantonese), Korean, Haitian (Cantonese), Korean, Haitian Creole, Arabic, Russian, Creole, Arabic, Russian, Tagalog, Navajo. Nearly 400 Tagalog, Navajo. Nearly 400 home languages are spoken by home languages are spoken by students in the United States. students in the United States. (U.S. Department of Education, (U.S. Department of Education, 2000,2001)2000,2001)

Background: NationalBackground: NationalBackground: NationalBackground: National In 1979, there were 6 million In 1979, there were 6 million

language-minority students; language-minority students; by 1999, this number had by 1999, this number had more than doubled to 14 more than doubled to 14 million.million.

In 2004, 3.4 million U.S. In 2004, 3.4 million U.S. children ages five to children ages five to seventeen spoke little or no seventeen spoke little or no English. (American English. (American Educational Research Educational Research Association 2004)Association 2004)

In 1979, there were 6 million In 1979, there were 6 million language-minority students; language-minority students; by 1999, this number had by 1999, this number had more than doubled to 14 more than doubled to 14 million.million.

In 2004, 3.4 million U.S. In 2004, 3.4 million U.S. children ages five to children ages five to seventeen spoke little or no seventeen spoke little or no English. (American English. (American Educational Research Educational Research Association 2004)Association 2004)

Background: NationalBackground: NationalBackground: NationalBackground: National Language-minority children are Language-minority children are

not faring well in US schools. not faring well in US schools. Out of 41 states reporting only Out of 41 states reporting only 18.7 % of English Language 18.7 % of English Language Learners scored above the state Learners scored above the state established norm for reading established norm for reading comprehension. (Kindler, 2002)comprehension. (Kindler, 2002)

Language-minority students who Language-minority students who cannot read and write cannot read and write proficiently in English cannot proficiently in English cannot participate fully in American participate fully in American schools, workplaces or society. schools, workplaces or society. (August, 2006)(August, 2006)

Language-minority children are Language-minority children are not faring well in US schools. not faring well in US schools. Out of 41 states reporting only Out of 41 states reporting only 18.7 % of English Language 18.7 % of English Language Learners scored above the state Learners scored above the state established norm for reading established norm for reading comprehension. (Kindler, 2002)comprehension. (Kindler, 2002)

Language-minority students who Language-minority students who cannot read and write cannot read and write proficiently in English cannot proficiently in English cannot participate fully in American participate fully in American schools, workplaces or society. schools, workplaces or society. (August, 2006)(August, 2006)

Second Language Second Language AcquisitionAcquisition

Second Language Second Language AcquisitionAcquisition

"Acquisition requires "Acquisition requires meaningful interaction in meaningful interaction in the target languagethe target language - - natural communication - in natural communication - in which speakers are which speakers are concerned concerned not with the not with the form of their utterances form of their utterances but with the messagesbut with the messages they they are conveying and are conveying and understanding." understanding."

Stephen KrashenStephen Krashen

"Acquisition requires "Acquisition requires meaningful interaction in meaningful interaction in the target languagethe target language - - natural communication - in natural communication - in which speakers are which speakers are concerned concerned not with the not with the form of their utterances form of their utterances but with the messagesbut with the messages they they are conveying and are conveying and understanding." understanding."

Stephen KrashenStephen Krashen

So what does all that So what does all that research actually mean?research actually mean?

So what does all that So what does all that research actually mean?research actually mean?

Integrated nature of language Integrated nature of language and cognition:and cognition:

Language does not develop in Language does not develop in isolationisolation

Language is connected to all Language is connected to all developmental domains—developmental domains—physical, social, emotional and physical, social, emotional and cognitivecognitive

(Academy for Educational (Academy for Educational Development, 2005)Development, 2005)

Integrated nature of language Integrated nature of language and cognition:and cognition:

Language does not develop in Language does not develop in isolationisolation

Language is connected to all Language is connected to all developmental domains—developmental domains—physical, social, emotional and physical, social, emotional and cognitivecognitive

(Academy for Educational (Academy for Educational Development, 2005)Development, 2005)

Second Language Acquisition Second Language Acquisition StrategiesStrategies

Second Language Acquisition Second Language Acquisition StrategiesStrategies

Second language acquisition Second language acquisition is a process that involves the is a process that involves the whole childwhole child

The stronger the skills in the The stronger the skills in the first language the easier it is first language the easier it is to learn the second languageto learn the second language

Children have the capacity to Children have the capacity to learn more than one learn more than one languagelanguage

Second language acquisition Second language acquisition is a process that involves the is a process that involves the whole childwhole child

The stronger the skills in the The stronger the skills in the first language the easier it is first language the easier it is to learn the second languageto learn the second language

Children have the capacity to Children have the capacity to learn more than one learn more than one languagelanguage

Strength vs. DeficitStrength vs. DeficitStrength vs. DeficitStrength vs. Deficit

Staff training is key: Staff training is key: understanding diversity is understanding diversity is the first step in creating a the first step in creating a welcoming environmentwelcoming environment

Getting to know families is Getting to know families is criticalcritical

Connecting with the child Connecting with the child opens a pathway to opens a pathway to connecting with the parentconnecting with the parent

Staff training is key: Staff training is key: understanding diversity is understanding diversity is the first step in creating a the first step in creating a welcoming environmentwelcoming environment

Getting to know families is Getting to know families is criticalcritical

Connecting with the child Connecting with the child opens a pathway to opens a pathway to connecting with the parentconnecting with the parent

Building RelationshipsBuilding RelationshipsBuilding RelationshipsBuilding Relationships

Adult modeling is the most important way that children learn and develop beginning language and literacy skills. (Hart and Risely, 2003)

Adult modeling is the most important way that children learn and develop beginning language and literacy skills. (Hart and Risely, 2003)

Building RelationshipsBuilding RelationshipsBuilding RelationshipsBuilding Relationships

Factors that influence language and literacy development:

Adults attitude and beliefs

Children’s motivation for reading

Adult’s behavior with children

Adult’s own reading and literacy ability levels

(Snow, Burns, Griffin, 1998 p.138)

Factors that influence language and literacy development:

Adults attitude and beliefs

Children’s motivation for reading

Adult’s behavior with children

Adult’s own reading and literacy ability levels

(Snow, Burns, Griffin, 1998 p.138)

Empowerment vs. Empowerment vs. EnablingEnabling

Empowerment vs. Empowerment vs. EnablingEnabling

Help parents understand Help parents understand how important their role how important their role is in the language is in the language development of their development of their childchild

Help parents understand Help parents understand the importance of the the importance of the home languagehome language

Help parents understand Help parents understand how important their role how important their role is in the language is in the language development of their development of their childchild

Help parents understand Help parents understand the importance of the the importance of the home languagehome language

Maintaining the Home Maintaining the Home LanguageLanguage

Maintaining the Home Maintaining the Home LanguageLanguage

Has a positive influence on Has a positive influence on childrenchildren’’s futures:s futures:

Academic abilityAcademic ability Cognitive developmentCognitive development Cultural identityCultural identity Ties with immediate and Ties with immediate and

extended familyextended family Ability to thrive in a global, Ability to thrive in a global,

multilingual worldmultilingual world

(Garcia, 2003; Wong-(Garcia, 2003; Wong-Fillmore, 1996)Fillmore, 1996)

Has a positive influence on Has a positive influence on childrenchildren’’s futures:s futures:

Academic abilityAcademic ability Cognitive developmentCognitive development Cultural identityCultural identity Ties with immediate and Ties with immediate and

extended familyextended family Ability to thrive in a global, Ability to thrive in a global,

multilingual worldmultilingual world

(Garcia, 2003; Wong-(Garcia, 2003; Wong-Fillmore, 1996)Fillmore, 1996)

Supporting FamiliesSupporting FamiliesSupporting FamiliesSupporting Families

Build on what families already Build on what families already dodo

Integrate their interests, skills, Integrate their interests, skills, and talentsand talents

Provide information on the Provide information on the importance of maintaining the importance of maintaining the home languagehome language

Build on their cultural Build on their cultural practices and resourcespractices and resources

Avoid using children as Avoid using children as interpretersinterpreters

Build on what families already Build on what families already dodo

Integrate their interests, skills, Integrate their interests, skills, and talentsand talents

Provide information on the Provide information on the importance of maintaining the importance of maintaining the home languagehome language

Build on their cultural Build on their cultural practices and resourcespractices and resources

Avoid using children as Avoid using children as interpretersinterpreters

Supporting Families—Supporting Families—continuedcontinued……

Supporting Families—Supporting Families—continuedcontinued……

How can you involve families?How can you involve families?

Use songs, rhymes, poems Use songs, rhymes, poems parents can use at home to parents can use at home to build phonological awareness build phonological awareness

Use materials in native Use materials in native languagelanguage

Invite parents to share their Invite parents to share their cultureculture

How can you involve families?How can you involve families?

Use songs, rhymes, poems Use songs, rhymes, poems parents can use at home to parents can use at home to build phonological awareness build phonological awareness

Use materials in native Use materials in native languagelanguage

Invite parents to share their Invite parents to share their cultureculture

Empowering vs. Empowering vs. EnablingEnabling

Empowering vs. Empowering vs. EnablingEnabling

Provide learning Provide learning opportunities parents can opportunities parents can easily replicateeasily replicate

Most importantly…help Most importantly…help parents gain the skills they parents gain the skills they need to increase their chilneed to increase their childd ’’s learning through s learning through information, modeling and information, modeling and supportsupport

Provide learning Provide learning opportunities parents can opportunities parents can easily replicateeasily replicate

Most importantly…help Most importantly…help parents gain the skills they parents gain the skills they need to increase their chilneed to increase their childd ’’s learning through s learning through information, modeling and information, modeling and supportsupport

Setting Family GoalsSetting Family GoalsSetting Family GoalsSetting Family Goals

Begin with parentsBegin with parents’’ goals goals and interests for their and interests for their childchild

Provide opportunities to Provide opportunities to ““check incheck in”” on progress on progress

Make sure the plan is Make sure the plan is flexibleflexible

Begin with parentsBegin with parents’’ goals goals and interests for their and interests for their childchild

Provide opportunities to Provide opportunities to ““check incheck in”” on progress on progress

Make sure the plan is Make sure the plan is flexibleflexible

ResourcesResourcesResourcesResourcesAcademy for Educational Development, (2005) Making a Academy for Educational Development, (2005) Making a

difference: a framework for supporting first and second difference: a framework for supporting first and second language development in preschool children of migrant language development in preschool children of migrant farm workers. farm workers.

August, D. (2006) Developing literacy in second-language August, D. (2006) Developing literacy in second-language learners: Report of the national literacy panel on language-learners: Report of the national literacy panel on language-minority children and youth.minority children and youth.

Garcia, E. (1994). Understanding and meeting the challenge of Garcia, E. (1994). Understanding and meeting the challenge of student cultural diversity. Boston: Houghton Mifflin.student cultural diversity. Boston: Houghton Mifflin.

Hart, B., Risely, T., (1996). Meaningful differences in the Hart, B., Risely, T., (1996). Meaningful differences in the everyday experience of young American children, everyday experience of young American children, Baltimore, MD: Brookes Publishing, 1996. Baltimore, MD: Brookes Publishing, 1996.

Head Start Focus Group Report, (2002) English language Head Start Focus Group Report, (2002) English language learners focus group report.learners focus group report. Head Start Bureau, Head Start Bureau, Administration on Children, Youth and Families, U.S. Administration on Children, Youth and Families, U.S. Department of Health and Human Services. Department of Health and Human Services.

Kindler, A. L. (2002). Survey of the statesKindler, A. L. (2002). Survey of the states’’ limited English limited English proficient students and available educational programs and proficient students and available educational programs and services. 2000-2001 summary report. Washington, DC: services. 2000-2001 summary report. Washington, DC: National Clearinghouse for English Language Acquisition.National Clearinghouse for English Language Acquisition.

Snow, C.E., Burns, M. S., Griffin, S., (Eds). (1998 p.138). Snow, C.E., Burns, M. S., Griffin, S., (Eds). (1998 p.138). Preventing reading failure in young children. Washington , Preventing reading failure in young children. Washington , DC: National Academy Press.DC: National Academy Press.

Academy for Educational Development, (2005) Making a Academy for Educational Development, (2005) Making a difference: a framework for supporting first and second difference: a framework for supporting first and second language development in preschool children of migrant language development in preschool children of migrant farm workers. farm workers.

August, D. (2006) Developing literacy in second-language August, D. (2006) Developing literacy in second-language learners: Report of the national literacy panel on language-learners: Report of the national literacy panel on language-minority children and youth.minority children and youth.

Garcia, E. (1994). Understanding and meeting the challenge of Garcia, E. (1994). Understanding and meeting the challenge of student cultural diversity. Boston: Houghton Mifflin.student cultural diversity. Boston: Houghton Mifflin.

Hart, B., Risely, T., (1996). Meaningful differences in the Hart, B., Risely, T., (1996). Meaningful differences in the everyday experience of young American children, everyday experience of young American children, Baltimore, MD: Brookes Publishing, 1996. Baltimore, MD: Brookes Publishing, 1996.

Head Start Focus Group Report, (2002) English language Head Start Focus Group Report, (2002) English language learners focus group report.learners focus group report. Head Start Bureau, Head Start Bureau, Administration on Children, Youth and Families, U.S. Administration on Children, Youth and Families, U.S. Department of Health and Human Services. Department of Health and Human Services.

Kindler, A. L. (2002). Survey of the statesKindler, A. L. (2002). Survey of the states’’ limited English limited English proficient students and available educational programs and proficient students and available educational programs and services. 2000-2001 summary report. Washington, DC: services. 2000-2001 summary report. Washington, DC: National Clearinghouse for English Language Acquisition.National Clearinghouse for English Language Acquisition.

Snow, C.E., Burns, M. S., Griffin, S., (Eds). (1998 p.138). Snow, C.E., Burns, M. S., Griffin, S., (Eds). (1998 p.138). Preventing reading failure in young children. Washington , Preventing reading failure in young children. Washington , DC: National Academy Press.DC: National Academy Press.

Together we can create great programs for Together we can create great programs for children and families!children and families!

Together we can create great programs for Together we can create great programs for children and families!children and families!

Contact InformationContact InformationContact InformationContact Information

Gaye HorneGaye HorneProgram ManagerProgram Manager

Spring InstituteSpring Institute

ghorne@springinsitute.orgghorne@springinsitute.org

Gaye HorneGaye HorneProgram ManagerProgram Manager

Spring InstituteSpring Institute

ghorne@springinsitute.orgghorne@springinsitute.org