2-1 Chapter 2: Preschool English Learners, Their Families and Their Communities ©2012 California Department of Education, Child Development Division with

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Chapter 2: Preschool English Learners, Their Families and Their Communities

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)


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Training Outcomes

Become familiar with English learner demographics and the impact on early childhood education

Heighten awareness of the immigrant experience

Become familiar with “language registers” Begin to think about ways to connect home

and school languages

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The English Learner

First language is not English

Learning English for the first time

Various levels of English proficiencyPLF, Vol. 1, p. 103



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Demographic Trends: California and English Learners


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English Learners in Santa Clara County


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Think about…

How can we make sure English-language learners can access our early childhood curriculum?

How can we help children maintain their home language(s) and culture while they learn English?

How can we build on children’s home language as a foundation upon which to build English fluency?


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The Immigrant ExperienceThe Immigrant Experience

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)


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My First School Experience

After the visualization journey, take a couple of minutes to share your first school experience and capture whether it was:- An exciting and positive experience- A difficult and challenging experience- A combination of both positive and negative

experiences


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Immigrant Experience

The experience of leaving one’s home country and moving to a new country.

For families and children it can be:- An exciting and positive experience- A difficult and challenging experience- A combination of both positive and negative

experiences


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Personalizing the Immigrant or Newcomer Experience

Consider the following questions:- Does someone greet every child and family personally?- Do the adults gently guide the children into

understanding the routine and classroom rules of behavior?

- Is every child made to feel welcome, regardless of home language, country of origin, socioeconomic status, etc.?

- If all of the above are in place, what is the specific evidence? If they are not, what steps could be taken?


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Language Registers

A Child’s World Parents Sibling Friends Other relatives Teacher Specialist Visitors


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Formal Language Register

The formal register is used by children to speak to parents, elders, and teachers.


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Informal Language Register

The informal register is used by children on the playground, with siblings and friends, at home, and in the neighborhood.

©2012 California Department of Education, Child Development Division with WestEd Center for Child &

Family Studies (07/2012)


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Academic English—The Language of School



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Let’s Practice

Leah wants a turn to paint. How might she ask her cousin at home for a

turn using an “informal language register”? How might she ask a teacher at school for a

turn using a “formal language register”? At your table, come up with one more example

of informal language, and one more example of formal language. - Be ready to share out.


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Summary

Children and adults use different forms of language every day (formal, informal, social, and academic).

Young English learners are learning when, and with whom, to use the appropriate language registers.


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Connecting School and the Home Language

Families are at differing levels of awareness about English language acquisition.

Some families are addressing children’s disabilities in addition to English language acquisition.

Teachers foster communication between home and school by helping children develop a working vocabulary in the home language to talk about school activities.


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Who is Johnny?

Consider that names of children and family members are important ways of making connections to children and their families.

Discuss with an elbow partner one of the following topics:- The origin of your name, its significance, or

how it was chosen- How you chose names for your children


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FosteringFostering Communication

Between you and familiesBetween you and families

Between children and their familiesBetween children and their families©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

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Cultural Context of Learning

When the home language and culture are viewed as assets and resources, it becomes the foundation for enhanced learning. PCF, Vol.1, p. 185



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Principle 1—The Practices

At your table, create a chart of the ways you already implement the practices listed on page 16 of the resource guide.

Or Look at the practices on page 16. Place a

checkmark next to those things you already do, a question mark next to practices you want to learn more about, and a plus sign next to the things you consider to be current program strengths.


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Key Points

Demographic trends impact practices at the preschool level.

Teachers should be sensitive to the diversity of the immigration experience.


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Key Points (continued)

Families are valued contributors to their child’s education.

Teachers should recognize and respect families’ language beliefs and practices.


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Key Points (continued)

Children’s language-rich environments might include both the home language (formal and informal registers), and English.



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Reflection

Turn to page 18 in the Resource Guide and take the time to answer question 4 on your Reflection handout:

How do I show the children and their families that I value their home language?

Documents

2-1 Chapter 2: Preschool English Learners, Their Families and Their Communities ©2012 California Department of Education, Child Development Division with