A solid foundation of early academic literacy for English Learner success

1. A solid foundation of early academic literacy for English Learner success A Preschool -Third grade approach for Spanish-Speaking English Learners Laurie Olsen, Ph.D.

2. The Context • Increasing Hispanic and immigrant population in the state and nation • Lack of English and lack of strong literacy continues to be a barrier to participation, employment, education • An enduring and increasing achievement gap in K-12 for Latinos and English Learners

3. Children who start behind, stay behind…. • Skills in kindergarten predict academic achievement in later years • Initial gaps in “readiness skills” between EL and English proficient children do not narrow by 3rd grade - and often grow • Initial readiness gaps between ethnic groups widen by 3rd grade

4. National & county data • High quality early childhood education reduces disparities in outcomes • Experience in preschool leads to entering kindergarten more “school ready” • Strengths in social expression and academic skills are strong predictors of academic success through 5th grade • Self-regulation (rated high by Kinder teachers) is not linked to later achievement

5. Defining generic “high quality ECE” is not sufficient • High quality ECE reduces disparities in educational outcomes overall. • BUT access is a challenge for low-income families who are not English fluent • A quality program for English Learners requires something beyond standard indicators of “quality” (safety, developmental, low ratios, partnership with parents)

6. High quality preK contributes to meaningfully higher levels of school achievement among low SES children, including low SES Hispanics -- However, there is limited impact in the area of language development! • Substantial short-term positive outcomes. But a Fade out effect of PreK and Full day Kinder (60-80% of cognitive gains dissipate by Spring of first grade - by 3rd grade mostly gone) • For English Learners, the gap narrows but does not close as a result of preschool

7. Why? • Lack of preschool models addressing the specific needs of English Learners and their families • Confusion about what the needs of English Learners are in early years • Preparing FOR Kindergarten is not enough - the two systems need better alignment and connection

8. This workshop: • Overview of research on language development for English Learners in early years • Share the SEAL model and approach now being demonstrated/piloted • Describe the implementation in two school districts • Discuss implications for the field

9. From the research: • Learning to speak and use language is a major task of the early years - development of language is wired into the human brain • There is a developmental continuum of language/literacy development in young children (birth to 8) • This window of language development is a unique opportunity for development of bilingualism • Young children engaged in two language worlds have unique needs

10. Early language development • Experiences in infancy establish habits of seeking, noticing and incorporating experience, as well as schemas for categorizing and thinking about experience • Within the first few years, nearly all typically developing children develop mastery of the basis for language

11. By age 3: children have acquired the basic rules of grammar, understand much spoken language, understand as many as a thousand words and produce several hundred • By age 4: The system of language is fairly well established; children ask questions to develop meaning about the world, which is encoded in language; vocabulary grows

12. A child’s home language is a crucial foundation for social interactions, cognitive development, learning about her world, and emerging literacy • Language of the home is vehicle for making and establishing meaningful communicative relationships, to construct knowledge and test learning • Language is a socio-emotional and cultural phenomenon - key to identity formation

13. Bilingual development • Bilingual development is a common and normal childhood experience. • Infants distinguish languages and interpret contextual cues to learn which language is appropriate within given contexts • Children with two languages show greater tissue density in areas associated with language, memory, focus - and more neural activity in parts of the brain associated with language processing.

14. Myths and misunderstandings • Learning two languages will confuse children and lead to delays or disorders • With less exposure to each language, neither will become developed fully - and they will not attain proficiency equal to monolingual children in either language

15. I. Importance of rich oral language development in young children • Verbal interaction is essential in the construction of knowledge • Producing language encourages learners to process language more deeply than when just listening or receptive. • Oral language is the bridge to academic language associated with school and the development of literacy --

16. “Early Catastrophe” The 30 million word gap • Vocabulary a child uses at 3 is predictive of language skills at age 9, and directly predictive of reading comprehension • Trends in amount of talk, vocabulary growth, systems of interaction using language is well-established by age 3 • Words heard by 3 year olds: professional families 215,000 working class families 125,000 families on welfare 62,000 Hart and Risley, 2003

17. National Literacy Panel on Language Minority Children and Youth (2008) • Oral language development is critical to literacy… and is often and increasingly overlooked in early literacy instruction and curriculum

18. Implications for early education • Amount, degree and TYPE of oral interaction is a big factor in early years • Important to stimulate the talk that allows language learners to explore and clarify concepts, name their world, wonder and describe

19. II. Language develops in context • Young children develop language through play, social interaction, listening, experimenting with producing language - in the context of going about their lives - • Much of the early literacy curriculum is decontextualized “language arts” - phonics, letter-of-the-week

20. III. Development of the home language is crucial • Home language development is vulnerable • Children in English immersion ECE tend to lose ability to communicate in L1, prefer English, frequently develop communication problems with extended families and experience depressed academic achievement in English

21. Misunderstandings….. • Myth: there is no research base, it’s just a matter of politics and opinion • Myth: Time spent in home language is wasted time for developing English • Myth: More and earlier immersion in English is the best way to acquire English

22. Actually….. • Children have more extended and complex vocabulary and language skills if their home language is developed • Bilingual children perform better than monolinguals on select cognitive tasks • English Learners make more academic progress when they have the opportunity to learn in both their home language and English

23. Counterproductive common preschool practices Get them into English before Kinder as a primary goal of preschool…. Ending use of home language (it is actually detrimental and disruptive to language development, family relationships and identity development) Informal, random use of two languages

24. The SEAL ModelSobrato Early Academic Literacy Initiative

25. The Sobrato Family Foundation • Mission: “to help create and sustain a vibrant and healthy community where all Silicon Valley residents have equal opportunity to live, work and be enriched”

26. Six foundational components • Academic language and literacy in English and Spanish • Rich oral language development • Text-rich environment and curriculum • Language developed through enriched curriculum • Affirming learning environment • Teachers and Parents working together Preschool through third grade!

27. #1: Academic Language and Literacy in English and Spanish • Use and development of the child’s home language will benefit the child in acquiring English (CDE “Principles for Promoting Language, Literacy and Learning in Preschool English Learners” - 2007) ……. but How?

28. Defining the language model: • PreK and Kinder: Minimum of 50% in home language - minimum of 20% of English throughout the schoolyear • Home language for rich initial concept development • English builds upon the home language • Intentional focus on the relationship between the two languages - and on “transfer” • Languages separated

29. Requires information about the development of BOTH languages • SEAL Preschool teachers use PreLAS assessment in BOTH languages • Developed typologies/profiles describing degrees of bilingualism: Spanish only; Spanish/dominant and English receptive; Balanced bilingual; English dominant, Spanish receptive; English only.

30. #2 Rich oral language development • Four domains of language: oral language is foundation • CDE Preschool Foundations • Engage children in using language • Enrich the language they hear • Work with parents on oral language development strategies with their children • Chants, rhymes, songs

31. #3: Text-rich environment and curriculum • Active engagement with books and writing (children and parents) • Meaningful interactions with print media • Talking about books contributes to comprehension, vocabulary AND to oral language • Seeing “self” in books is crucial to literacy • Purchased books for variety of genre, linked to themes, bilingual

32. #4 Language developed through enriched curriculum • Language as a vehicle for learning and expression • Emphasis on ACADEMIC language • To close achievement gap requires access to full curriculum • Equity issue • Science and the arts are powerful subjects and opportunities for language development • Thematic units

33. #5 Affirming Learning Environment • Affective filter and language learning • The HIGHEST expectations • A culture and climate of respect and inclusion - culturally responsive classrooms • Relationship between healthy socio-emotional development and sense of safety

34. Strong home-school partnerships • Linguistic and cultural congruity • Care with messages about relative worth of family languages and cultures • Literacy practices of parents are correlated with later success in English for children who are LOTE - so strengthening language practices in families is an important part of early education (encourage use and development of home language)

35. #6 Teachers and Parents work together • Education for ELs is enhanced when schools and families partner around children’s education • Parents can facilitate literacy development by using the language they know best and by using it in varied and extensive ways • School need to address barriers to involvement • Relationship between school and home is a crucial factor in healthy development of identity, and sense of belonging.

36. Attention to PreK - K school “transition” and beyond • Two different systems - little connection • Preparation for academic success - kindergarten “readiness” is too low for academic success • The transition itself is a vulnerable time - need strategies and policies to support transition • Period from ages 3 to eight is critical for language development

37. The PreK-3 movement • Public schools nationwide are increasingly serving more 4 year olds and even 3 year olds • Instead of how to prepare children in ECE for K- view it as an articulated and connected schooling experience • Systems based integrated approach • Move away from separate notions of ECE and K-12 - focus on alignment (horizontal, vertical, temporal) • North Carolina/ Foundation for Child Development

38. Structure of SEAL pilot • 8 preschools (community based and state-funded preschools) on 4 elementary school sites in Redwood City School District and San Jose Unified School District • Cohort begins in preschool and will be followed through third grade

39. Working with the sites • Components are the foundation • No “one size fits all”, exact replication model or process • SEAL Lead teams reflect on their practices, build on their strengths, identify and plan to address gaps • TWBI, ABE and SEI

40. The SEAL process • Worked closely with district to align work and support • Set up an infrastructure of support • Reflective practice - continuing throughout the life of the pilot • Deep immersion in research, access to top research and researchers in the field, focused on data

41. Professional Development • Silvia Duque Reyes, “Side by Side” • Kathy Escamilla, “Literacy Squared” - GLAD and PreK GLAD • California Reading and Literacy Project - Transfer and Houghton-Mifflin • Strategies for oral language development through text-engagement • Grade-level and cross-grade collaboration time - BY PROGRAM and integrated across programs

42. TWBI-ABE-SEI: Basic educational principles apply across early education settings…. • Language development should occur in context • Developmental/play based preschool • Emphasis on rich and “academic” oral language • L1 developed to extent can be done - and always honored • Resources for enriched environment and books/text • Parent/home/school connection • More TIME - full day programs, multi-year summer bridge programs • Small ratios • Home visits (Parents as Teachers)

43. Use and work with local resources • Schmahl Science Workshops • Bilingual Authors • Families United for Literacy and Learning • Early Childhood Language Development Institute (SMCOE) for preschool providers and parents

44. Build connections across the PreK and K-3 systems • Articulation meetings and visits PreK-K • Support families and children in transitioning between and across the systems • Summer Bridge programs engage both grade-levels working together in the NEW setting • Seek professional development, assessments and strategies that can build similar learning conditions across the grades • Through data, research & dialogue, build a SHARED VISION PreK - 3

45. The Evaluation/Research • Dr. Kathryn Lindholm-Leary • Longitudinal design following cohorts of students from entering preschool through third grade • Data points/analysis - PreK entry, K entry, First grade entry, end of third grade

46. Student Measures: Pre K • Desired Results DRDP Revise (Spanish/English) • Pre LAS (Spanish/English) • Peabody Picture Vocabulary Test • Kindergarten School Readiness Checklist

47. Student Measures: K  • CELDT • Social Rating Scale • Self-Description Questionaire • Lindholm-Leary Student Attitude Scale • CST • Aprenda - Reading • STS

48. Classroom measures • Preschool - ECERS-R and ECERS-E • Classroom Assessment Scoring System (CLASS) - measures emotional and instructional climate • Language Use in Classroom • Staff quality and training

49. Family Context • Adaptation from ECLS Longitudinal Student and Lindholm-Leary Parent Scales - focus on language and literacy practices • Family involvement in school and child’s education

50. Between now and 2014…. • Videos of classroom practices • Reflection tools/observation tools • Readers • Research updates as data on cohort becomes available • Information on replication forums • Visits to the sites