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April 21, 2004

Supporting the Literacy Development of Diverse Language Learners in Early Childhood Classrooms

Rosalinda B. Barrera

Contents

• Glossary of Terms (veo en español)
• Web Resources
• Organizations
• ERIC Database Search: Selected records

Glossary of Terms related to phonological awareness.

• Immersion bilingual education
  A form of bilingual education used extensively in Canada but not in the United States. In this model, speakers of the dominant language (i.e., language-majority speakers) are taught in a second language first and later receive native language instruction. In the United States, bilingual education traditionally has been targeted at language-minority speakers, not language-majority speakers.
• Language submersion
  A traditional model of instruction for English language learners in the United States that provides no native-language or ESL support, in essence constituting “English only” instruction. This model should not be confused with immersion bilingual education outside the United States.
• Dual language immersion
  A form of bilingual education in which majority and minority language speakers are integrated and taught in the same classroom using both languages as mediums of instruction. This model is also referred to as “two-way bilingual education” because both language groups are served, with English-dominant students learning a second language and non-native-English speaking learning English in an integrated setting. This contrasts with “one-way” bilingual education that targets only minority language learners (Ovando & Collier, 1998).
• Bilingual programs
  An umbrella term for language instructional program models utilizing two languages for instruction, specifically the majority language and another language. In the United States, some bilingual education programs are intended to serve only language-minority students while others serve both language-majority and language-minority students. (See discussion above on “one-way” and “two-way” programming).
• English as a second language (ESL)
  Not a form of bilingual education, ESL instruction refers to the teaching of English to non-native speakers, from a developmental or second-language perspective rather than a native-language (or even “submersion”) perspective. ESL instruction is an integral part of bilingual education programs serving language-minority students (Ovando & Collier, 1998). In some settings, however, ESL rather than bilingual instruction may be the sole model in place (e.g., in classrooms with multilingual enrollments).

Reference

Ovando, C. J. & Collier, V. P. (1998). Bilingual and ESL classrooms: Teaching in multicultural contexts. Boston: McGraw Hill.

Web Resources

• Help! They Don't Speak English Starter Kit
  This kit, for primary teachers, can be downloaded from the Web site. It includes ideas for recommended teaching strategies, lesson plans, and materials.
  http://escort.org/?q=node/149
• National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA)
  NCELA is funded by the U.S. Department of Education to collect, analyze, and disseminate information related to the effective education of linguistically and culturally diverse learners in the United States.
  http://www.ncela.gwu.edu/about/
• The Effectiveness of Whole Language Approaches on the Oral Literacy Skills of Bilingual Pre-school Children Identified as Speech Impaired
  This paper, by Elizabeth Ziminsky, examines the effects of whole language methods on the average number of verbalizations per minute of bilingual preschoolers identified as speech impaired. Increased motivation, eagerness, and interest in activities when whole language methods were implemented were reported.
  http://www.ncela.gwu.edu/pubs/nysabe/vol9/wholelang.htm
• A Guide to Family Reading in Two Languages: The Preschool Years
  This online book, by Theodore Andersson, provides practical ways for parents to encourage young children to read in two languages--suggestions that have implications for many aspects of language development other than reading. Many of Andersson's ideas can be used in developing training workshops for parents of children who are or will be in bilingual education programs. http://www.ncela.gwu.edu/pubs/classics/preschool/
• Using Children's Literature to Promote the Language Development of Minority Students
  This article, by Debbie Coonrod and Selma Hughes, notes that the early childhood classroom can be an optimal setting for the continuing development of communication, cognition, and social skills for language-minority students. The learning environment must include a wealth of concrete materials for manipulation, for construction, and for active involvement.
  http://www.ncela.gwu.edu/pubs/jeilms/vol14/coonrod.htm
• Fostering Second Language Development in Young Children: Principles and Practices
  This report, by Barry McLaughlin, summarizes principles and practices in the field of second language acquisition and culturally sensitive instruction. The focus is on young children with limited proficiency in English.
  http://www.ncela.gwu.edu/pubs/ncrcdsll/epr14.htm
• Promote the Home Languages of Children
  This document discusses the importance of language development, including both the child's home language and English, based on recommendations of the National Association for the Education of Young Children.
  http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea4lk23.htm
• The Combine Project: An Experience in a Dual-Language Classroom
  This article, by Rebecca Wilson, describes what happened when a bilingual kindergarten class in West Liberty, Iowa, investigated a combine. The dual-language program supports content area instruction in both Spanish and English.
  http://ecrp.uiuc.edu/v3n1/wilson.html
• Supporting Vulnerable Learners in the Primary Grades: Strategies to Prevent Early School Failure
  This article, by Melissa Stormont and others, provides early elementary school teachers with specific strategies to support the diverse needs of children who are vulnerable for failure in school, including those children whose first language is not English.
  http://ecrp.uiuc.edu/v5n2/stormont.html
• Issues of Language and Culture Impacting the Early Care of Young Latino Children
  This analysis, by Sylvia Y. Sánchez, discusses the difficulties faced by Latino families in finding high-quality child care centers with responsive language policies. It also discusses Latino children and the language and culture issues that they face in early care.
  http://nccic.org/pubs/sanchez99.htmlEditor's Note: this url is no longer active.
• If Your Child Learns in Two Languages
  These training materials, produced by the National Clearinghouse for Bilingual Education, are for parents of children learning a second language.
  http://www.ncela.gwu.edu/pubs/parent/english.pdf
• Improving Access and Opportunity for Latinos in Early Childhood
  This list presents a selection of resources (in English and Spanish) to support the work of training institutions, educators, families, and other professionals who wish to improve the quality and the cultural and linguistic responsiveness of their programs and services. The resources on this list include training manuals, online courses, classroom resources, and other materials for child care providers and for working with families.
  http://ccf.edc.org/latinos/id3.htm
• CLAS
  The Early Childhood Research Institute on Culturally and Linguistically Appropriate Services (CLAS) identifies, evaluates, and promotes effective and appropriate early intervention practices and preschool practices that are sensitive and respectful to children and families from culturally and linguistically diverse backgrounds.
  http://clas.uiuc.edu/index.html
• Educating Language-Minority Children
  This document, by Barbara Bowman, notes that teachers who face the challenge of teaching children from different cultural communities are hard-pressed to decide what constitutes an appropriate curriculum.
  http://ceep.crc.uiuc.edu/eecearchive/digests/1990/bowman90.html

Organizations

Practical information on teaching and learning relative to diverse learners is provided online by a number of professional organizations.

• National Association for the Education of Young Children (NAEYC)
  http://naeyc.org/
• National Association for Bilingual Education (NABE)
  http://www.nabe.org/

For leads on specific literature that can serve to make the classroom book program more inclusive, consult Kaleidoscope (1st, 2nd, and 3rd editions), the multicultural booklist of the National Council of Teachers of English (NCTE), and the bibliographies and annual book choices of the Cooperative Children's Book Center (CCBC) of the School of Education at the University of Wisconsin, Madison.

• National Council of Teachers of English (NCTE)
  http://www.ncte.org/
• Cooperative Children's Book Center (CCBC)
  http://www.soemadison.wisc.edu/ccbcEditor's note: This url has changed:http://www.education.wisc.edu/ccbc/

some bibliographies can be found at http://www.education.wisc.edu/ccbc Editor's note: This url has changed:http://www.education.wisc.edu/ccbc/books/bibBio.asp

and links to book awards can be found at http://www.soemadison.wisc.edu/ccbc/awards.htm Editor's note: This url has changed:http://www.education.wisc.edu/ccbc/links/links.asp?idLinksCategory=2

ERIC Database: Selected Records

To search the ERIC database for resources on this topic, use this search strategy: English (second language). Combine with early childhood education or preschool education.

How to Obtain ERIC Documents and Journal Articles:

References identified with an ED (ERIC document)or EJ (ERIC journal) are cited in the ERIC database. ERIC Documents (citations identified by an ED number) may be available in full text from ERIC at no cost at the ERIC Web site: http://www.eric.ed.gov. Journal articles are available from the original journal, interlibrary loan services, or article reproduction clearinghouses.

If you would like to conduct your own free ERIC database searches via the Internet, go directly to http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=advanced

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• ERIC Document No.: ED444355
  The Language Proficiency Handbook: A Practitioner's Guide to Instructional Assessment
  Author(s): Gottlieb, Margo
  Publication Date: 1999
  Availability: EDRS Price MF01/PC04 Plus Postage.
  Abstract: This guide is useful for prekindergarten educators who work with second language students who wish to document their students' language development over time. The instructional assessment ideas described suggest pathways toward second language learners' attainment of Illinois state English-language learning goals.
• ERIC Document No: ED405987
  One Child, Two Languages: A Guide for Preschool Educators of Children Learning English as a Second Language
  Author(s): Tabors, Patton O.
  Publication Date: January 1997
  Availability: Brookes Publishing Company, P.O. Box 10624, Baltimore, MD 21285-0624
  Abstract: This book provides information to preschool teachers and administrators in developing effective programs for young second-language-learning children.
• ERIC Document No: ED421000
  New Ways in Teaching Young Children. New Ways in TESOL Series II. Innovative Classroom Techniques
  Author(s): Schinke-Llano, Linda, Ed.; Rauff, Rebecca, Ed.
  Publication Date: 1996
  Availability: TESOL, 1600 Cameron Street, Suite 300, Alexandria, VA 22314-2751
  Abstract: The collection of class activities for teaching English as a second language (ESL) to young children consists of ideas contributed by classroom teachers.
• ERIC Document No: ED453679
  Early Literacy and the ESL Learner: Participants' Manual
  Author(s): Language Australia, Melbourne (Victoria)
  Publication Date: 1998
  Availability: EDRS Price MF01/PC18 Plus Postage
  Abstract: This volume is a professional development resource for early childhood educators, especially designed for those working with children from language backgrounds other than English.
• ERIC Document No: ED393560
  Meeting the Challenge of Linguistic and Cultural Diversity in Early Childhood Education. Yearbook in Early Childhood Education Series, Volume 6
  Author(s): Garcia, Eugene E., Ed.; And Others
  Publication Date: 1995
  Availability: Teachers College Press, Distribution, P.O. Box 20, Williston, VT
  Abstract: This yearbook examines the issues of linguistic and cultural diversity in early childhood programs.
• ERIC Document No: ED370345
  Bilingual Early Childhood Education in Child Care and Preschool Centres
  Author(s): Milne, Rosemary; Clarke, Priscilla
  Publication Date: 1993
  Availability: EDRS Price MF01/PC04 Plus Postage
  Abstract: An Australian study developed recommendations, policies, models, and strategies for the establishment, maintenance, and evaluation of bilingual education programs in preschool and child care centers, as either full bilingual programs or bilingual components of other programs.
• ERIC Document No: ED337033
  Early Childhood Programs for Language Minority Children
  Author(s): Nissani, Helen
  Publication Date: 1990
  Availability: EDRS Price MF01/PC01 Plus Postage
  Abstract: General issues in the development of programs for language-minority children at the preschool level, ages 2-4, are discussed.
• ERIC Document No: ED469671
  Language Is the Key: A Program for Building Language and Literacy. "Talking and Books" {and} "Talking and Play" Resource Guide {with Videotapes}
  Author(s): Cole, Kevin; Maddox, Mary; Lim, Young Sook; Notari-Syverson, Angela
  Publication Date: June 2002
  Availability: Language Is the Key, Washington Research Institute, 150 Nickerson Street, Suite 305, Seattle, WA 98109 ($95, per set of two videotapes and guide).
  Abstract: This training manual and companion videotapes constitute an educational program for professionals and paraprofessionals who work with young children with language disorders. The program is particularly helpful in serving children from linguistic minority backgrounds and their families.
• ERIC Document No: ED441337
  Implementing the ESL Standards for Pre-K-12 Students through Teacher Education
  Author(s): Snow, Marguerite Ann, Ed.
  Publication Date: 2000
  Availability: Teachers of English to Speakers of Other Languages Inc., 700 South Washington Street, Suite 200, Alexandria, VA 22314
  Abstract: This book is designed for preservice teachers in credential/licensure programs and master's programs at American universities and for practicing ESL and content area teachers.
• ERIC Document No: ED352831
  Young Lives: Many Languages, Many Cultures
  Author(s): Massachusetts State Dept. of Education
  Publication Date: April 1992
  Availability: EDRS Price MF01/PC04 Plus Postage
  Abstract: This publication offers guidance on how best to care for and educate young children whose first language is other than English or who are from diverse cultural backgrounds.

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