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Quality Rating & Quality Rating & Improvement Improvement Systems that are Systems that are culturally and culturally and linguistic appropriate for linguistic appropriate for Latinos Latinos and English Language and English Language Learners Learners Antonia Lopez Antonia Lopez Director, Early Care and Education Director, Early Care and Education

Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

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Page 1: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinoslinguistic appropriate for Latinos and English Language Learners and English Language Learners

Antonia LopezAntonia LopezDirector, Early Care and EducationDirector, Early Care and Education

National Council of La RazaNational Council of La RazaJune 5, 2008June 5, 2008

Page 2: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

Latino Children in the USLatino Children in the US

• Four and a half million Latino children, ages 0-5 in US – 22% of Four and a half million Latino children, ages 0-5 in US – 22% of all childrenall children

• 56% below 200% of federal poverty level56% below 200% of federal poverty level

• 50+ have one LEP parent in household50+ have one LEP parent in household

• 33% linguistic isolation – no one over 13 speaks English 33% linguistic isolation – no one over 13 speaks English fluentlyfluently

• 93% are US citizens93% are US citizens– 48% with legal non-citizen parents48% with legal non-citizen parents– 19% with naturalized parents19% with naturalized parents– 26% with undocumented parents26% with undocumented parents

Page 3: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

Regions of Origin for Regions of Origin for Immigrant Parents of Children Under Age Six (2002)Immigrant Parents of Children Under Age Six (2002)

• AsiaAsia 23% 23% 1,400,000 1,400,000

• African & Middle EastAfrican & Middle East 6% 363,000 6% 363,000

• Europe & CanadaEurope & Canada 7% 7% 423,000 423,000

• Latin America & CaribbeanLatin America & Caribbean 64% 64% 3,700,000 3,700,000

Page 4: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

Top Three Countries of Birth for the Foreign-Top Three Countries of Birth for the Foreign-Born Population by State (all ages), 2000*Born Population by State (all ages), 2000*

• AlaskaAlaska Philippines – 24% Philippines – 24% Korea – 11% Korea – 11% Canada – 8%Canada – 8%• ArizonaArizona Mexico – 66% Mexico – 66% Canada – 4% Canada – 4% Germany – 2%Germany – 2%• ArkansasArkansas Mexico – 46%Mexico – 46% El Salvador – 6%El Salvador – 6% Germany – Germany –

5%5%• CaliforniaCalifornia Mexico – 44%Mexico – 44% Philippines – 8%Philippines – 8% Vietnam – 5%Vietnam – 5%• ColoradoColorado Mexico – 49%Mexico – 49% Germany – 5%Germany – 5% Canada – 4% Canada – 4% • DCDC El Salvador – 22%El Salvador – 22%Jamaica – 4%Jamaica – 4% China – 3%China – 3%• FloridaFlorida Cuba – 24%Cuba – 24% Mexico – 7%Mexico – 7% Haiti – 7%Haiti – 7%• GeorgiaGeorgia Mexico – 33%Mexico – 33% India – 5%India – 5% Vietnam – 4%Vietnam – 4%• IllinoisIllinois Mexico – 33%Mexico – 33% Poland – 9%Poland – 9% India – 6%India – 6%• IndianaIndiana Mexico – 33%Mexico – 33% Germany – 5%Germany – 5% India – 5%India – 5%• LouisianaLouisiana Vietnam – 15%Vietnam – 15% Honduras – 10%Honduras – 10% Mexico – 8%Mexico – 8%• MichiganMichigan Mexico – 11%Mexico – 11% Canada – 10%Canada – 10% India – 7%India – 7%• MinnesotaMinnesota Mexico – 16%Mexico – 16% Laos – 10%Laos – 10% Vietnam – 6% Vietnam – 6%

*CLASP, Reaching All Children?, January 2006*CLASP, Reaching All Children?, January 2006

Page 5: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

Top Three Countries of Birth for the Foreign-Born Population Top Three Countries of Birth for the Foreign-Born Population by State (all ages), 2000by State (all ages), 2000

• New JerseyNew Jersey India – 8%India – 8% D.R. – 6% D.R. – 6% Philippines – 5%Philippines – 5%

• New MexicoNew Mexico Mexico – 72%Mexico – 72% Germany – 4%Germany – 4% Canada – 2%Canada – 2%• New YorkNew York D.R.– 11%D.R.– 11% China – 6%China – 6% Jamaica - 6%Jamaica - 6%• North CarolinaNorth Carolina Mexico – 40%Mexico – 40% India – 4%India – 4% Germany – 4%Germany – 4%• OhioOhio II India – 8%India – 8% Germany – 8%Germany – 8% Mexico – 6%Mexico – 6%• OklahomaOklahoma Mexico – 43%Mexico – 43% Vietnam – 8%Vietnam – 8% Germany – 5%Germany – 5%• PennsylvaniaPennsylvania India – 7%India – 7% Italy – 6%Italy – 6% Korea – 5%Korea – 5%• South CarolinaSouth Carolina Mexico – 27%Mexico – 27% Germany – 7%Germany – 7% UK – 6%UK – 6%• VermontVermont Canada – 34%Canada – 34% UK – 8% UK – 8% Germany – 7%Germany – 7%• VirginiaVirginia El Salvador -10%El Salvador -10% Korea – 7%Korea – 7% Philippines – 6%Philippines – 6%

• WashingtonWashington Mexico- 24%Mexico- 24% Canada – 8%Canada – 8% Philippines – 8%Philippines – 8%

• WyomingWyoming Mexico – 35%Mexico – 35% Canada – 10%Canada – 10% Germany – 7%Germany – 7%

Page 6: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

The achievement gap for young Latino The achievement gap for young Latino children begins at an early age and children begins at an early age and persists…persists…

* 49% of do not recognize letters at start of * 49% of do not recognize letters at start of kindergarten kindergarten (23% white-Latino gap) (23% white-Latino gap)

* 22% do not understand relative size at start of * 22% do not understand relative size at start of kindergarten (22% white-Latino gap) kindergarten (22% white-Latino gap)

Page 7: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

The achievement gap for Latino children…The achievement gap for Latino children…

One study of test scores in California showed that at least 80% One study of test scores in California showed that at least 80% of the achievement gap at grade 4 is present before school of the achievement gap at grade 4 is present before school even starts…even starts…

* 56% score below basic on the reading NAEP* 56% score below basic on the reading NAEP

in 4in 4thth Grade Grade

* 44% Score below basic on reading NAEP * 44% Score below basic on reading NAEP

in the 8in the 8thth Grade, 2003 Grade, 2003

By 2015, 75% of Latinos ages 16-25 will not have a high By 2015, 75% of Latinos ages 16-25 will not have a high school diplomaschool diploma

Page 8: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

Common Myths Common Myths About Young English Language LearnersAbout Young English Language Learners**

Myth 1:Myth 1: Learning two languages during the early Learning two languages during the early childhood years will overwhelm, confuse, and/or childhood years will overwhelm, confuse, and/or delay a child’s acquisition of English.delay a child’s acquisition of English.

Myth 2:Myth 2: Total English immersion from Total English immersion from PreKindergarten through Third Grade is the bet PreKindergarten through Third Grade is the bet way for a young English Language Learner to way for a young English Language Learner to acquire English.acquire English.

*Challenging Common Myths About Young English Learners, FCD Policy Brief Advancing PK-3, No. Eight by Linda Espinosa, January 2008*Challenging Common Myths About Young English Learners, FCD Policy Brief Advancing PK-3, No. Eight by Linda Espinosa, January 2008

Page 9: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

Common Myths About Young English Language LearnersCommon Myths About Young English Language Learners

Myth 3Myth 3: Because schools don’t have the : Because schools don’t have the capacity to provide instruction in all the capacity to provide instruction in all the languages represented by the children, they languages represented by the children, they should provide English-only instruction.should provide English-only instruction.

Myth 4Myth 4: Native English speakers will : Native English speakers will experience academic and language delays if experience academic and language delays if they are enrolled in dual language programs. they are enrolled in dual language programs.

Page 10: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

Common Myths About Young English Language Learners*Common Myths About Young English Language Learners*

Myth 5Myth 5: Spanish speaking Latinos show : Spanish speaking Latinos show social as well as academic delays when social as well as academic delays when entering kindergarten.entering kindergarten.

Myth 6Myth 6: Latino English language learners : Latino English language learners are less likely to be enrolled in Pre-are less likely to be enrolled in Pre-Kindergarten programs, because of their Kindergarten programs, because of their families’ cultural values. families’ cultural values.

Page 11: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

Refuting the MythsRefuting the Myths About Young English Language Learners About Young English Language Learners

1: All young children are capable of learning two 1: All young children are capable of learning two languages. Becoming bilingual has long-term languages. Becoming bilingual has long-term cognitive, academic, and social cultural, and cognitive, academic, and social cultural, and economic benefits. Bilingualism is an asset.economic benefits. Bilingualism is an asset.

2: Young ELL students require systematic support 2: Young ELL students require systematic support for the continued development of their home for the continued development of their home language.language.

3: Loss of the home language has potential 3: Loss of the home language has potential negative long-term consequences for the ELL negative long-term consequences for the ELL child’s academic social, and emotional child’s academic social, and emotional development, as well as for the family dynamics.development, as well as for the family dynamics.

Page 12: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

Refuting the MythsRefuting the Myths About Young English Language Learners About Young English Language Learners

4: Teachers and programs can adopt 4: Teachers and programs can adopt effective strategies to support home effective strategies to support home language development even when the language development even when the teachers are monolingual English teachers are monolingual English speakers.speakers.

5: Dual language programs are an 5: Dual language programs are an effective approach to improving academic effective approach to improving academic achievement for ELL children while also achievement for ELL children while also providing benefits to native English providing benefits to native English speakers.speakers.

Page 13: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

The development of language and literacy skills in a child’s first The development of language and literacy skills in a child’s first language is important for the development of skills in a second language is important for the development of skills in a second language and, therefore should be considered the first step in the language and, therefore should be considered the first step in the range of expectations for children learning English as a second range of expectations for children learning English as a second languagelanguage (International reading Association and NAEYC, 1998).(International reading Association and NAEYC, 1998).

Children who have the skills to understand and communicate in their Children who have the skills to understand and communicate in their home language will transfer their knowledge to their learning of a home language will transfer their knowledge to their learning of a second language, resulting in a more effective and efficient second language, resulting in a more effective and efficient second-language learning process.second-language learning process. ( (Cummins 1979; Wong Fillmore 1991)Cummins 1979; Wong Fillmore 1991)

The transfer of knowledge applies to the structure of language and The transfer of knowledge applies to the structure of language and early literacy skills such as concepts about print, phonological early literacy skills such as concepts about print, phonological awareness, alphabet knowledge, and writing in alphabetic scriptawareness, alphabet knowledge, and writing in alphabetic script ((Cardenas-Hagan, Carlson, and Pollard-Durodola 2007; Cisero and Royer 1995; Durgunoglu 2002; Durgunoglu, Cardenas-Hagan, Carlson, and Pollard-Durodola 2007; Cisero and Royer 1995; Durgunoglu 2002; Durgunoglu, Nagy, and Hancin-Bhatt 1993; Gottardo and others 2001; Muntaz and Humphreys 2001).Nagy, and Hancin-Bhatt 1993; Gottardo and others 2001; Muntaz and Humphreys 2001).

Recent brain research suggests that the development of two Recent brain research suggests that the development of two languages benefits the brain through the increase of density of languages benefits the brain through the increase of density of brain tissue in areas related to language, memory, and attentionbrain tissue in areas related to language, memory, and attention (Mechelli and others 2004).(Mechelli and others 2004). Bilingual children have higher rates of Bilingual children have higher rates of engagement in particular parts of the brainengagement in particular parts of the brain (Kovelman, Baker, and Petitto 2006).(Kovelman, Baker, and Petitto 2006). This increased brain activity may have long-term positive effectsThis increased brain activity may have long-term positive effects (Bialystok, Craik, and Ryan 2006).(Bialystok, Craik, and Ryan 2006).

Page 14: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

Refuting the MythsRefuting the Myths About Young English Language Learners About Young English Language Learners

6: Hispanic Spanish-speaking children 6: Hispanic Spanish-speaking children enter Kindergarten with many social enter Kindergarten with many social strengths that are the result of positive strengths that are the result of positive parenting practices that need to be parenting practices that need to be acknowledged and enhanced.acknowledged and enhanced.

7. Hispanic parents value high-quality 7. Hispanic parents value high-quality early education and will enroll their young early education and will enroll their young children if programs are affordable and children if programs are affordable and accessibleaccessible..

Page 15: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

A Perfect StormA Perfect Storm…… The confluence The confluence of systems that contain unresolved cultural and of systems that contain unresolved cultural and

linguistic issues that impact on the participation and linguistic issues that impact on the participation and access to high quality programs for EL children, access to high quality programs for EL children,

families and communitiesfamilies and communitiesLicensing - facility regulation and health and safetyLicensing - facility regulation and health and safety

Inadequate “field-community” outreach to provide recruitment and Inadequate “field-community” outreach to provide recruitment and application support for EL communities. Initial orientation conducted application support for EL communities. Initial orientation conducted only in English; inadequate number of home language speaking staff only in English; inadequate number of home language speaking staff to provide technical assistance and training through and beyond the to provide technical assistance and training through and beyond the application stage, i.e., compliance visits and compliance resolutionapplication stage, i.e., compliance visits and compliance resolutionLack of resources and training typically provided to English speaking Lack of resources and training typically provided to English speaking providers. Child development, nutrition, small business practices, providers. Child development, nutrition, small business practices, marketing and parent engagement. marketing and parent engagement.

Lack of human and material resources to support EL applicants to meet Lack of human and material resources to support EL applicants to meet essential health and safety requirements, i. e, first aide, pediatric essential health and safety requirements, i. e, first aide, pediatric CPR, child abuse reporting requirements and other require trainingCPR, child abuse reporting requirements and other require training

Page 16: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

A Perfect StormA Perfect Storm…… The confluence The confluence of systems that contain unresolved cultural and of systems that contain unresolved cultural and linguistic issues that impact on the participation and linguistic issues that impact on the participation and access to high quality programs for EL children, access to high quality programs for EL children, families and communitiesfamilies and communities

Overlapping arenas…. Gaps grow, inequity distribution of Overlapping arenas…. Gaps grow, inequity distribution of resourcesresources

Environmental RatingScales

LicensingEarly learning Foundations

Teacher Qualification and Competencies

IdeologicallyDriven Curriculum

Ideologically Driven Curriculum

Page 17: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

A Perfect StormA Perfect Storm….….

The unintended consequences of culturally and The unintended consequences of culturally and linguistically inappropriate application of ERS linguistically inappropriate application of ERS systems may contribute to excessive financial systems may contribute to excessive financial burden on program providers and cultural burden on program providers and cultural discontinuity and language loss among children and discontinuity and language loss among children and families.families.

Side Bar:Side Bar: Sembrando Semillas Initiative - A process for identifying Latino Family Sembrando Semillas Initiative - A process for identifying Latino Family ValuesValues

Respect Respect FamilyFamily

Carino – NurturanceCarino – Nurturance AttentionAttention

EmpathyEmpathyCooperationCooperation

ResponsibilityResponsibilitySelf ConfidenceSelf Confidence

Self Reliance-ResilienceSelf Reliance-ResilienceEducation (character)Education (character)

LanguageLanguageAncestral WisdomAncestral WisdomCultural TraditionsCultural Traditions

SpiritualitySpiritualityHonestyHonesty

Hard WorkHard Work Education – academic successEducation – academic success

Page 18: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

A Perfect StormA Perfect Storm……

Increased Teacher and Staff QualificationsIncreased Teacher and Staff Qualifications without adequate access to on-going and long term support, are without adequate access to on-going and long term support, are projected to have negative results in retaining and projected to have negative results in retaining and

professionalizing aprofessionalizing aculturally and linguistically diverse workforce. Issues include culturally and linguistically diverse workforce. Issues include

provisionprovisionof:of:

– Culturally and linguistically appropriate coursework Culturally and linguistically appropriate coursework – Tuition and materials support, including access to computers and Tuition and materials support, including access to computers and

technologytechnology– Course alignment and articulation among community college, 4 Course alignment and articulation among community college, 4

year public and private institutionsyear public and private institutions– Bilingual, culturally competent college faculty at each IHEBilingual, culturally competent college faculty at each IHE– Access to appropriate and timely placement tests, academic Access to appropriate and timely placement tests, academic

tutoring, career counseling and advising beyond ECE coursestutoring, career counseling and advising beyond ECE courses– Development of “peer groups and cohorts”Development of “peer groups and cohorts”– Course sequence and class schedules that support working and Course sequence and class schedules that support working and

non traditional studentsnon traditional students

Page 19: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

A Perfect StormA Perfect Storm……

Early Learning Foundations that do not address the Early Learning Foundations that do not address the needs of English language learners and their families:needs of English language learners and their families:

– Are ultimately fundamentally flawed and resulting in a failure Are ultimately fundamentally flawed and resulting in a failure to address the school readiness needs of immigrant children to address the school readiness needs of immigrant children and society for a well educated citizenry.and society for a well educated citizenry.

– Inadequately prepare EL children to acquire English language Inadequately prepare EL children to acquire English language fluency levels required for long-term school success fluency levels required for long-term school success (academic English) (academic English)

– Will likely result in first language loss or stagnation with Will likely result in first language loss or stagnation with lifelong negative consequences to the child, their family and lifelong negative consequences to the child, their family and community.community.

– Fail to build on family strengths and culturally appropriate Fail to build on family strengths and culturally appropriate continuity and engagementcontinuity and engagement

Page 20: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

A A Perfect StormPerfect Storm::

Ideologically driven curriculumIdeologically driven curriculum

• English-only English-only • Myths basedMyths based• Anti-immigrant biasAnti-immigrant bias• Deficit view of familyDeficit view of family• Ethnocentric values frameworkEthnocentric values framework• Low social and academic expectations for children Low social and academic expectations for children • Cultural experiences reduced to artifacts and Cultural experiences reduced to artifacts and

isolated eventsisolated events

Page 21: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

Sembrando SemillasSembrando Semillas

Six Research Six Research Based Guiding Based Guiding

PrinciplesPrinciples

Page 22: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

1. A child’s home language is a 1. A child’s home language is a crucial foundation for cognitive crucial foundation for cognitive

developmentdevelopment

* Several decades of research indicate that a * Several decades of research indicate that a child’s first language is the best key to child’s first language is the best key to literacy.literacy.

* Knowledge, concepts, and skills established * Knowledge, concepts, and skills established

in the home language support and in the home language support and contribute to the development of the child’s contribute to the development of the child’s second language.second language. (Durgunoglu, Nagy and Hancin-Bhatt, 1993; (Durgunoglu, Nagy and Hancin-Bhatt, 1993; Escamilla, 2000; Snow, Burns & Griffin, 1999; Tqabors, 1997; Tabors and Escamilla, 2000; Snow, Burns & Griffin, 1999; Tqabors, 1997; Tabors and Snow, 2001: Vgotsky, 1985).Snow, 2001: Vgotsky, 1985).

Page 23: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

2. A learning environment that 2. A learning environment that facilitates social-emotional facilitates social-emotional growth and affirms a child’s growth and affirms a child’s culture and language is culture and language is essentialessential for full participation for full participation and and healthy identify development.

**respect and integrate the key role of a child’s respect and integrate the key role of a child’s culture and language to her social-emotional culture and language to her social-emotional and identity development.and identity development.

**support young children in bridging across and support young children in bridging across and integrating home and school contextsintegrating home and school contexts.. Bowman, Burns, & Donovan, 2000; bowman & Stott, 1994; Day & Parlakian, 2003; Kauffman, Bowman, Burns, & Donovan, 2000; bowman & Stott, 1994; Day & Parlakian, 2003; Kauffman, 2002; Luria, 1976; Rqaver, 2002; Phillips, 1995). 2002; Luria, 1976; Rqaver, 2002; Phillips, 1995).

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3. One language is enhanced by 3. One language is enhanced by anotheranother

* The early years are a unique window of * The early years are a unique window of opportunity for development of native-like opportunity for development of native-like fluency in two or more languages fluency in two or more languages

* Young children have the capacity to learn * Young children have the capacity to learn multiple languages simultaneouslymultiple languages simultaneously . .

(Hakuta & Garcia, 1989; NAEYC, 1995: Slavin & Cheung, 2004; Tabors, 1997; Tabors & Snow, 2001; (Hakuta & Garcia, 1989; NAEYC, 1995: Slavin & Cheung, 2004; Tabors, 1997; Tabors & Snow, 2001; Thomas & Collier, 2002).Thomas & Collier, 2002).

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4. Linguistic and cultural 4. Linguistic and cultural congruity build strong home-congruity build strong home-school partnerships and school partnerships and support parents as a child’s support parents as a child’s first teacher.first teacher.

drawing upon the knowledge, expertise and cultural capital of drawing upon the knowledge, expertise and cultural capital of families as assets, the teacher is better able to understand families as assets, the teacher is better able to understand the child, the context in which the child functions and the the child, the context in which the child functions and the family’s values and culture; family’s values and culture;

the parents come to know the culture of the school. the parents come to know the culture of the school.

home and classroom activities complement and reinforce each home and classroom activities complement and reinforce each other.other.

builds parents confidence and capacity to effectively support builds parents confidence and capacity to effectively support their children’s social-emotional, physical and their children’s social-emotional, physical and language/literacy development at home.language/literacy development at home.

Page 26: Quality Rating & Improvement Quality Rating & Improvement Systems that are culturally and Systems that are culturally and linguistic appropriate for Latinos

5. Assessments that are culturally 5. Assessments that are culturally and lingistically appropriate are and lingistically appropriate are essential to ensure the child has essential to ensure the child has access to developmentall access to developmentall appropriate and high quality early appropriate and high quality early educationeducation.. (Genesee, Lindholm-Leary, Saunders & Christian, 2004; McLaughlin, (Genesee, Lindholm-Leary, Saunders & Christian, 2004; McLaughlin,

Blanchard & Osani, 1995; NAEYC & NAECS/SDE, 2005; Raver & Zigler, 2004; Shephard, Kagan & Wurtz, Blanchard & Osani, 1995; NAEYC & NAECS/SDE, 2005; Raver & Zigler, 2004; Shephard, Kagan & Wurtz, 1998).1998).

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6. High quality, research-based 6. High quality, research-based professional development is needed for professional development is needed for teachers to meet the needs of teachers to meet the needs of preschool age English Learners and preschool age English Learners and

their familiestheir families

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Selected Recommendations for Selected Recommendations for Knowledge, Skills and Abilities for Knowledge, Skills and Abilities for bilingual teachers & QRIS rating bilingual teachers & QRIS rating specialists*specialists*

1. Knowledge of the characteristics, components, 1. Knowledge of the characteristics, components, benefits, and limitations of research-based benefits, and limitations of research-based program models of bilingual education (e.g., dual-program models of bilingual education (e.g., dual-language, one-way immersion, two-way language, one-way immersion, two-way immersion, transitional bilingual, maintenance, immersion, transitional bilingual, maintenance, heritage language).heritage language).

*Excerpts from the CSET Bilingual Methodology Bilingual Culture Examinations, *Excerpts from the CSET Bilingual Methodology Bilingual Culture Examinations, November 2007.November 2007.

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Selected Recommendations for Selected Recommendations for Knowledge, Skills and Abilities for Knowledge, Skills and Abilities for bilingual teachers & QRIS rating bilingual teachers & QRIS rating specialists:specialists:2. Understanding of theoretical foundations, 2. Understanding of theoretical foundations,

practices, limitations, and effects of the deficit practices, limitations, and effects of the deficit perspective of bilingual education (e.g., viewing perspective of bilingual education (e.g., viewing the primary language as an obstacle, limiting use the primary language as an obstacle, limiting use of the primary language, promoting assimilation of the primary language, promoting assimilation into the target culture).into the target culture).

3. Understanding of the theoretical foundations, 3. Understanding of the theoretical foundations, practices, limitations, and effects of enrichment practices, limitations, and effects of enrichment perspective of bilingual education (e.g., viewing perspective of bilingual education (e.g., viewing the primary language as a right and an asset, the primary language as a right and an asset, promoting the development of bilingualism and promoting the development of bilingualism and biculturalism, promoting acculturation into the biculturalism, promoting acculturation into the target culture).target culture).

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Selected Recommendations for Selected Recommendations for Knowledge, Skills and Abilities for Knowledge, Skills and Abilities for bilingual teachers & QRIS rating bilingual teachers & QRIS rating specialists:specialists:4. Understanding of the roles of code-switching and 4. Understanding of the roles of code-switching and

language mixing in the development of bilingualism and language mixing in the development of bilingualism and early biliteracy.early biliteracy.

5. Knowledge of developmental processes of bilingualism 5. Knowledge of developmental processes of bilingualism and biliteracy to select appropriate language use and and biliteracy to select appropriate language use and usage (e.g., translation, language allocation model) when usage (e.g., translation, language allocation model) when interacting with students at different developmental interacting with students at different developmental stages of bilingualism and biliteracy.stages of bilingualism and biliteracy.

6. Understanding of transferability of language and literacy 6. Understanding of transferability of language and literacy skills between the primary and target languages, skills between the primary and target languages, including ways in which language transfer can be including ways in which language transfer can be affected by the level of compatibility between the affected by the level of compatibility between the primary language and English.primary language and English.

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Selected Recommendations for Selected Recommendations for Knowledge, Skills and Abilities for Knowledge, Skills and Abilities for bilingual teachers & QRIS rating bilingual teachers & QRIS rating specialists:specialists:7. Understanding of concepts of intercultural 7. Understanding of concepts of intercultural

communication, including cultural differences in communication, including cultural differences in patterns of nonverbal communication (e.g., distance patterns of nonverbal communication (e.g., distance between speakers, eye contact), patterns of oral between speakers, eye contact), patterns of oral discourse (e.g., overlapping, turn-taking, volume of discourse (e.g., overlapping, turn-taking, volume of voice, use/role of silence forms of address, respect, voice, use/role of silence forms of address, respect, greetings).greetings).

8. Understanding of cultural influences (e.g., different 8. Understanding of cultural influences (e.g., different values regarding cooperation and competition, values regarding cooperation and competition, different expectations and preferences in teacher-different expectations and preferences in teacher-child and child-child interaction, different attitudes child and child-child interaction, different attitudes toward conformity and individuality).toward conformity and individuality).

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Selected Recommendations for Selected Recommendations for Knowledge, Skills and Abilities for Knowledge, Skills and Abilities for bilingual teachers & QRIS rating bilingual teachers & QRIS rating specialists:specialists:

9. Knowledge of intercultural communication and interaction 9. Knowledge of intercultural communication and interaction that is linguistically and culturally inclusive and responsive that is linguistically and culturally inclusive and responsive to provide literacy and content instruction (e.g., role-to provide literacy and content instruction (e.g., role-playing intercultural encounters, discussion of current playing intercultural encounters, discussion of current events related to a variety of cultures, respecting child’s events related to a variety of cultures, respecting child’s primary language/dialect, using child’s primary language primary language/dialect, using child’s primary language and home culture to promote language and early literacy and home culture to promote language and early literacy and content area learning).and content area learning).

10. Knowledge of effective strategies to communicate 10. Knowledge of effective strategies to communicate assessment results to families and to provide guidance on assessment results to families and to provide guidance on ways in which families can support their children’s learning ways in which families can support their children’s learning at home and at the early education center.at home and at the early education center.

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Selected Recommendations for Selected Recommendations for Knowledge, Skills and Abilities for Knowledge, Skills and Abilities for bilingual teachers & QRIS rating bilingual teachers & QRIS rating specialists:specialists:11. Knowledge of strategies to identify opportunities 11. Knowledge of strategies to identify opportunities

for families to contribute their funds of knowledge for families to contribute their funds of knowledge and expertise within the program and across the and expertise within the program and across the school community, including participation in a school community, including participation in a variety of program forums and organizations.variety of program forums and organizations.

12. Knowledge of language structures (e.g., word 12. Knowledge of language structures (e.g., word roots, prefixes, suffixes), forms (e.g., registers), roots, prefixes, suffixes), forms (e.g., registers), and functions (e.g., informing, describing, and functions (e.g., informing, describing, persuading) to develop and delivery effective persuading) to develop and delivery effective language instruction in the primary and target language instruction in the primary and target languages.languages.

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Selected Recommendations for Selected Recommendations for Knowledge, Skills and Abilities for Knowledge, Skills and Abilities for bilingual teachers & QRIS rating bilingual teachers & QRIS rating specialists:specialists:

13. Understanding of ways in which child’s life 13. Understanding of ways in which child’s life experiences (e.g., immigrant or refugee experiences (e.g., immigrant or refugee experiences, out-of-school time experiences, role experiences, out-of-school time experiences, role in family and with siblings and extended family) in family and with siblings and extended family) can be used to foster learning and early literacy can be used to foster learning and early literacy in the primary and target languages.in the primary and target languages.

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Selected Recommendations for Selected Recommendations for Knowledge, Skills and Abilities for Knowledge, Skills and Abilities for bilingual teachers & QRIS rating bilingual teachers & QRIS rating specialists:specialists:14. Understanding of the beliefs and values of 14. Understanding of the beliefs and values of

different groups, including indigenous groups that different groups, including indigenous groups that are members of the child/family population they are members of the child/family population they serve are members of the community. serve are members of the community.

15. Recognize how cultural and social traditions 15. Recognize how cultural and social traditions affect teaching and learning practices and affect teaching and learning practices and expectations of the diverse families (e.g., oral expectations of the diverse families (e.g., oral tradition, rote learning, observation).tradition, rote learning, observation).

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Selected Recommendations for Selected Recommendations for Knowledge, Skills and Abilities for Knowledge, Skills and Abilities for bilingual teachers & QRIS rating bilingual teachers & QRIS rating specialists:specialists:17. Knowledge of strategies for interpreting the 17. Knowledge of strategies for interpreting the

results of primary- and target-language results of primary- and target-language assessments to plan, organize, modify, and assessments to plan, organize, modify, and individualize educational plan for an individual individualize educational plan for an individual child as well as a group of children.child as well as a group of children.

18. Knowledge of strategies for reviewing and 18. Knowledge of strategies for reviewing and evaluating materials to identify potential areas of evaluating materials to identify potential areas of offense or bias (e.g., race, class, gender, religion, offense or bias (e.g., race, class, gender, religion, country of origin) and to ensure appropriate country of origin) and to ensure appropriate representation of linguistic and cultural diversity representation of linguistic and cultural diversity within and across language and cultural groups.within and across language and cultural groups.