These children come from linguistically and ethnically diverse backgrounds and are learning a second language while still acquiring their first language. Working with these children in an environment that is empowering and supportive of their home culture and language is essential for their academic success and growth into knowledgeable, skilled, and confident citizens of the 21st century. We offer a collection of papers presenting specific practices and new ideas for both novice and experienced teachers.
This report reviews the literature on getting dual language learners ready for school. Dual language learners are children from 3-6 years old who are learning a second language while still acquiring their first. The report adopts the framework of the National Schools Readiness Indicators Initiative (NSRII), and looks at ways in which ready families, communities, services and schools can work together to get children ready to succeed in the early years of education. The report reviews demographic data on the conditions of early childhood, highlights research on instruction for young English language learners with a special focus on communicative skills and literacy, and reviews research on best practices in assessment for this population.
This report provides a snapshot of the needs of young ELs by first giving a brief overview of what is known about the demographics of this population, and then summarizing practice recommendations from the literature. The report contains annotated bibliographies of relevant research arranged by topic.
Almost a quarter of all students entering U.S. schools this academic year are Latinos and many are considered Dual Language Learners. This webinar focuses on recent research on the school readiness development of young Latino Dual Language Learners living in the United States. In addition to sharing recent research findings, Dr. Lopez will share research based best practices for welcoming and working with Dual Language Learners and their families in the Early Childhood classroom. Suggestions for developing a culturally and linguistically responsive environment will also be provided.
Linda Espinosa and Janet Brown present an overview of the current research regarding how young children acquire a second language, including recent brain-based research about the capacity of infants to learn languages. Dr. Espinosa examines what this means for ensuring quality educational programming in the preschool years for children who come from families where English is not their primary language. In addition, she presents general "best practices" techniques for teachers, practitioners, and a range of staff members including early childhood, school transition, family support and school administrators as they plan for effective early learning opportunities utilizing evidence-based practices for young dual language learners.
Margo Gottlieb and Edynn Sato share information on K-2 assessment of English language learners from two perspectives: classroom-level assessment and large-scale assessment. The presenters address the K-2 assessment information, issues and considerations for English language learners from these two perspectives in attempt to resonate with the range of webinar participants.
Sharon Yandian and Keira Ballantyne share information on the number and proportion of children in prekindergarten and early elementary schools who are dual language learners (DLLs) – that is, children who are
learning a second language while in the process of acquiring their first. In this webinar Sharon Yandian from the Office of Head Start and Keira Ballantyne from the National Clearinghouse for English Language Acquisition discuss ways in which educators can provide a successful transition from Head Start programs to elementary school. Presenters share information on the population of DLLs, some key characteristics of Head Start programs that elementary school educators should be aware of, and research findings on instruction to support the successful learning of DLLs.