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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
11
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