The National Association for the Education of Young Children School Readiness Connections Distance Education Program

1. The National Association for theEducation of Young Children School Readiness ConnectionsDistance Education Program Working with Immigrant Children, Families, & Communities: Session 1 The NAEYC Distance Education Program is supported by The John S. and James L. Knight Foundation

2. Welcome and Introduction Peter J. Pizzolongo ppizzolongo@naeyc.org Assistant Director for Professional Development NAEYC

3. Welcome Julie Kohler, Ph.D. kohler@knightfdn.org Interim Director, National Venture Fund John S. and James L. Knight Foundation

4. Working with Immigrant ChildrenPresenters Dr. Lisa Lopez Assistant Professor, Educational Psychology University of South Florida Lopez@coedu.usf.edu MaryAnn Cornish Director Higher Horizons Head Start & Early Head Start Program Falls Church, Virginia MaryAnn.Cornish@fairfaxcounty.gov

5. Working with Immigrant Children, Families, & Communities Format for the Sessions Blended-learning approach Synchronous & asynchronous First step: view the video presentation Follow-up activities: group discussion sessions, threaded Web discussions, national teleconference

6. Working with Immigrant Children, Families, & Communities Needs Assessment Process Teleconferences with all agencies List of topics & questions Advisory Committee & Knight Foundation input

7. Working with Immigrant Children:Session Agenda Research-based best practices for serving immigrant children in EC programs Support for children�s home languages & strategies for helping children learn English Screening & assessment Consistent approaches across programs Staff development

8. Diversity in the Population 63% increase in number of immigrant children Latino population grew by more than 50% Latino population is the single largest group Early childhood programs serve children & families who speak many different languages

9. What are the best practices for working with immigrant children who speak different languages?

10. Working with Immigrant Children Who Speak Different Languages No cookie-cutter approach! Differences among different cultures & different languages Individual factors: child�s personality, age, exposure, & motivation Resources available: staff person, in the community?

11. Working with Immigrant Children Who Speak Different Languages Needs & expectations of the parents Want children to maintain home language? � Need to know: No detrimental effect for children to learn more than 1 language! � Speaking more than 1 language enhances cognitive, linguistic, cultural, & economic abilities & potential

12. English as a Second Language Model: Options to Consider Dual language instruction is the most effective method for instruction Dual language instruction�two forms � Taught language & literacy skills in English and home language, OR � Paired with monolingual children who are also taught both languages

13. English as a Second Language Model: Options to Consider Dual language instruction is the most effective method, but programs might not have resources to implement Other models: Taught in first language, receiving services in English, OR a structured program for learning oral language skills in English and then introduced to literacy skills

14. Working with Immigrant Children Who Speak Different Languages:Important Findings Need to know how far along child is in home language If language is orthographic (with a writing system consisting of symbols/characters representing groups of sounds): easier to transfer acquired skills into English Use labels in home language & English, display two alphabets, emphasize cognates (words similar in two languages)

15. Working with Immigrant Children Who Speak Different Languages:Important Findings Non-orthographic language (e.g., Arabic or Chinese): more difficult task Similarities between languages are less apparent Difficult to use knowledge of first language in learning the second Sounds are important in each language Emphasizing phonological aspect of language helps children grasp English

16. Working with Immigrant Children Who Speak Different Languages: Summary Options for the education of immigrant children Selecting an option depends on several factors�parents� needs & expectations, number of children who speak the same language, & program�s resources (including staff expertise)

17. Literacy, Language, & Reading Development

18. Literacy, Language, & Reading Cross-linguistic transfer�implementing skills in one language when learning a new language Need to understand: Symbols represent words (alphabetic principle) Grapheme-phoneme correspondence�link between how a word is spelled & how it sounds�needed to decode text Children taught how to read in home language first have greater success in learning how to read in English!

19. Literacy, Language, & Reading Development: Vocabulary Structured vocabulary instruction for English language learners results in incidental vocabulary learning & better comprehension Vocabulary instruction: concentrated, repetitive, & meaningful Use a diagram to develop & connect key concepts to prior knowledge (semantic maps); visuals; pre-teaching; relating words to background information

20. Literacy, Language, & Reading Development: Phonology Decoding skills & verbal proficiency necessary before comprehension can be taught Phonology (sounds of a language): Most effective to work on sounds not the same in English and first language, as well as sounds child does not know Explicit teaching, repetition, practice reading, immediate feedback, correction of mistakes

21. Literacy, Language, & Reading Development: Phonology Explicit & systematic instruction in English phonology Focus on elements that differ from child�s native language Instruction related to phonological awareness and decoding, paired with practicing reading-connected text & conversation regarding the text

22. Literacy, Language, & Reading Development Phonics instruction helps in word identification, NOT word attack & comprehension Many skills transfer across languages: � Phonological awareness � Letter knowledge � Print awareness � Rapid naming

23. Literacy, Language, & Reading Development Instructional design plays a major role Whole group approach is inadequate Need small group or individual instruction Teacher needs understanding of the child, his/her background, culture, & experiences

24. Literacy, Language, & Reading Development Reading comprehension�goes beyond decoding Introduce child to background knowledge necessary to understanding the text Introduce text related to child�s knowledge

25. How have staff successfully implemented these best practices in an early childhood program?

26. Working with Immigrant Children: Best Practices Move from �culture shock� to �cultural learning� Staff speak the same language as the children On-the-spot language translation

27. Working with Immigrant Children: Best Practices Sense of belonging Home visit to gain meaningful information Trusting, collaborative relationship How can children reach their developmental & educational goals, related to relevance of curriculum to the child�s culture & language Opportunity to involve parents

28. Working with Immigrant Children: Best Practices Routine is important Encouragement from peer interaction, learn words from each other Small-group time opportunities Classrooms labeled with written words & pictures Family photos & books Strategies to sustain & expand the home language while learning English

29. Working with Immigrant Children: Best Practices Provide a multicultural classroom that feels like home Classroom reflects cultures in an integrated, natural way Include household items in housekeeping area, books in different languages, stories on tape, dress-up clothing Parents lend items to program

30. Working with Immigrant Children: Best Practices �Back-to-School Night�: Families create posters with family picture, flag, something that represents family�s country Display posters in classrooms during first two months of program Incorporating home language & culture throughout the curriculum supports development of social competence & demonstrates respect for family�s values & beliefs

31. What does the research tell us regarding screening & assessing immigrant children?

32. Screening & AssessingImmigrant Children NAEYC-NAECS/SDE Position Statement: �Early Childhood Curriculum, Assessment, & Program Evaluation�Supplement on the Screening and Assessment of Young English Language Learners� Primary purpose of assessing young ELLs should be to help programs support their learning and development Systematic observational assessment Formal standardized assessments

33. Screening & AssessingImmigrant Children Systematic observational assessments Needed by parents, teachers, & administrators to ensure children receive the instruction they deserve Determine whether children are developing normally & determine what child still needs to learn Informs curriculum

34. Screening & AssessingImmigrant Children Observe child during routines: you can spot changes in behavior & track development of English Steps children go through in acquisition of English: � Use home language in the classroom � Silent period (observing & picking up phonology) � Telegraphic phase � Productive use of the language

35. Screening & AssessingImmigrant Children As you observe, be culturally aware: Understand the traditions & experiences of the culture Without a full understanding, you can misinterpret a child�s behavior Example: disrespectful for a child to initiate a conversation with an adult

36. Screening & AssessingImmigrant Children Cultural competence important in administration of formal assessments Make sure child is comfortable in the testing situation Many assessments allow for translation of instructions into other languages Cultural competence needed to determine if question is culturally appropriate for the child

37. Screening & AssessingImmigrant Children:Interpreting Assessments Assessments normed on a monolingual sample Bilingual children perform below mean on English language tests�until about 5th grade Learn competencies in two languages Learn different skills in different languages Important to assess child in home language and English

38. Screening & AssessingImmigrant Children Use multiple assessment techniques Include person who is culturally & linguistically familiar with child�s home language & culture when planning & delivering assessments

39. How do programs appropriately assess immigrant children?

40. Screening & AssessingImmigrant Children: Best Practices Use multiple assessment techniques Include a person who is culturally & linguistically familiar with child�s home language & culture Always screen in the primary language Milestones in language development: viewed flexibly

41. Screening & AssessingImmigrant Children: Best Practices Ongoing assessment: Anecdotal records during daily routine to track English language development Can rely on nonverbal responses Collections of representative work

42. Screening & AssessingImmigrant Children: Best Practices Tap into multiple sources of information: staff & parent observations, health history, developmental history, family functioning Assessments should be ongoing, collaborative process of observation & analysis All screening & assessment activities sensitive to child�s cultural background

43. How do we ensure a consistent approach to language development for children served by multiple programs?

44. Immigrant Children Served by Multiple Programs Consistency will help immigrant children build upon their skills in the development of English Children should not receive mixed messages regarding the use of home language � may reject language and culture � communication with family strained � reject essential metalinguistic factors

45. Immigrant Children Served by Multiple Programs Training for education providers in the community on best practices for working with immigrant children?children receive consistent instruction & care Community leaders decide on plan of action Need to monitor program implementation Takes 4�7 years to master a language!

46. Immigrant Children Served by Multiple Programs Individualized language plan (ILP) Developed in conjunction with parents, express their expectations Language specialists help administrators & parents determine what works best for students and how community & school resources help meet ILP goals Ideally, all programs use similar protocol

47. How does an agency ensure consistency of best practices for immigrant children served by multiple programs?

48. Immigrant Children Served by Multiple Programs: Best Practices Building partnerships with community agencies & organizations to share and advocate for immigrant children LEA often an important point of contact Early childhood programs must ensure that the EC curriculum aligns with the LEA curriculum Work with faith-based communities

49. Immigrant Children Served by Multiple Programs: Best Practices Establish transition teams/committees Non-profit community agencies dedicated to working with immigrant children & families Annual community resource luncheon: health professionals, faith community, LEA, human service organization representatives

50. How can we ensure that staff has competencies for implementingbest practices?

51. Staff Development in Programs Serving Immigrant Children Training occurs at various levels Training on best practices for working with any child Developmentally appropriate practice guidelines: understanding child development, the individual child, and the social & cultural aspects of child�s development

52. Staff Development in Programs Serving Immigrant Children Staff must be aware of the language learning process Need to understand the role of the first language, then think about second language being introduced Developing a second language differs: learning two languages simultaneously or sequentially?

53. Staff Development in Programs Serving Immigrant Children When children learn two languages simultaneously, they go through same developmental process in both languages Development of language mirrors itself in the two languages When learn languages sequentially, have advantage of using what they learned in first language to build second language Staff training on these processes?understand individual child & struggles with language

54. Staff Development in Programs Serving Immigrant Children Also need specialized training to work with particular cultures Each culture practices different traditions & beliefs, speak different languages, have different expectations for children Community resource person representing culture is essential for this type of training

55. Staff Development in Programs Serving Immigrant Children Staff talk to each other about what they have discovered in talking to a parent or observing a child Staff conduct home visits to experience the culture in person Ask parent about their culture & how it may impact child�s behavior or learning

56. Staff Development in Programs Serving Immigrant Children To ensure competent staff: Train on developmentally appropriate practice Train on first & second language acquisition Train on cultural competency

57. How to ensure that training, mentoring & other forms of technical assistance are provided to staff?

58. Staff Development in Programs Serving Immigrant Children Organized approach to staff development Participate in local, state, regional early childhood conferences, seminars Mentoring opportunities Support and feedback to classroom staff as part of reflective supervision Program-wide activities to make families feel welcomed

59. Staff Development in Programs Serving Immigrant Children Thoughtful, purposeful planning of activities, programs, curriculum implementation Dialogue among staff, community, consultants Dialogue with families Self-reflective games Simulation games

60. Staff Development in Programs Serving Immigrant Children Culturally relevant & diverse programming requires learning accurate information Culturally relevant & diverse programming must be incorporated in all components and services Planning ongoing staff development�focus on underlying goals of valuing, including, & being sensitive to children

61. Working with Immigrant Children: Summary Best practices for working with children who speak different languages Connections between oral language & literacy development How child assessments support immigrant children�s learning & development Ensuring consistency for children served by multiple programs Staff development

62. Working with Immigrant Children: Follow-up Activities Facilitator will provide details Activities: � group discussion sessions � threaded Web discussions � national teleconference

63. Working with Immigrant Children, Families, & Communities Working with Families November 2005 Working with Communities January 2006

64. Thank You for Your Participation!