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Working with Young Dual Language Learners and Their Families in Early Learning Settings

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Working with Young Dual Language Learners and Their Families in Early Learning Settings Working with Young Dual Language Learners and their Families in Early Learning Settings By Peggy Hickman, Ph.D. Urgent calls are emerging in the Philadelphia region for training for early learning profession- als in meeting the linguistic needs of young dual language learners—children from birth to five years old who are living in homes where a language other than English is the primary language used for communication. This paper is intended to inform program design and plan- ning, to meet the needs of program directors, education managers, and others involved in considering how to meet the needs of young children who are dual language learners. The Office of Head Start de- programs for this growing pop- “children who… fines dual language learners ulation of young learners and as “children who…acquire two acquire two or more their families living in the Phila- or more languages simultane- languages simultane- delphia region, it is important ously, as well as learn a sec- ously, as well as learn to understand their character- ond language while continuing a second language istics and needs. For dual lan- to develop their first language. while continuing to guage learners, the The term ‘dual language learn- influence of family and com- develop their first ers’ encompasses other terms munity cultures, as well as na- frequently used, such as Lim- language…” tive and second language at- ited English Proficient, bilin- The Office of Head Start tainment, are major overlap- gual, English language learn- ping factors in developing re- ers, English learners, and children sponsive early learning programs. The goal who speak a language other than English of this document is to provide an overview (Head Start Program Facts Fiscal Year of considerations to build and sustain pro- 2015).” It is also a “child-centered term grams which provide important cultural which seeks to recognize the totality of and linguistic supports for dual language young children’s early language learning learners. In doing so, early learning pro- experiences” (NCELA, 2011, p. 10), and fessionals contribute to current and future the influence of language on all areas of positive effects on young learners’ linguis- development of the young learner. tic, social-emotional, cognitive, and aca- To provide best-practices in early learning demic development. DEMOGRAPHICS: WHO ARE THE Y O U N G DUAL LANGUAGE LEARNERS? Estimates of the number of young dual lan- generation families and communities where a guage learners in the United States, and the language other than English predominates. Philadelphia region, vary due to a lack of sys- For some learners, English is first encountered tematic information-gathering across different in their early learning environments; in other types of early learning settings (e.g., there is families, infants, toddlers, and preschoolers no specific data collected on language learner may learn their home language and English status family child care programs, however simultaneously. Other families may start by Early Head Start programs do collect this in- using the home language exclusively, and as formation). What is clear is that the number of their children enter learning environments with young dual language learners in communities English speaking peers, younger siblings com- continues to rise. In 2015, Head Start and Ear- municate more often in English. For those ly Head Start indicated that 29% of child par- families who are newly immigrated, nationally ticipants nationally were from families they are “less likely to enroll their children in [including extended families and nontraditional preschool programs than native-born ELL fam- family units] that primarily spoke a language ilies.” However, this is not true in Pennsylva- other than English at home. Nearly 25% were nia, where “41% of 3 year-olds, and 63% of 4 from families that primarily spoke Spanish at year-olds in immigrant families; and 35% of 3 home (Head Start Program Facts Fiscal Year year-olds and 61% of 4 year-olds in native- 2015). born ELL families” were enrolled in preschool programs. These statistics are important con- A Running Start Philadelphia (2015) has re- sidering that Pennsylvania, and the Philadel- ported that 23.3% of children ages 5-17 resid- phia region in particular, are high on the list of ing in Philadelphia speak a language other immigrant-receiving communities across the than English in their home. In 2014-2015, the United States (PA Keys, 2009, p. 23). School District of Philadelphia reported 107 languages other than English spoken by stu- dents. The largest group of students with lan- guages other than English was Spanish speakers, making up 52% of the District's dual language learner population. Other languages spoken by students across the District, in de- scending percentages, were Mandarin Chi- nese, Arabic, Vietnamese, Khmer, various English and French-based Creoles and Pidg- 23.3% ins, Russian, French, Portuguese, Nepali, Philadelphia children ages 5-17 Cantonese Chinese, Pashto, Malayalam, speak a language other than English in homes Ukrainian, Albanian, Bengali, and 82 addition- A Running Start, 2015 al low-incidence languages (Windle, 2016). It is important to note that not all of these stu- 107 dents and their families represent new immi- Different languages spoken in homes grants; many are in first, second, and third School District of Philadelphia, 2014-2015 2 RECOMMENDATIONS FOR BEST PRACTICE IN EARLY LEARNING SETTINGS As noted above, dual language learners bring the intertwined factors of cultural diversity and first- language development to early learning environments. Therefore, a framework for best practice in supporting young learners requires not only a socio-cultural approach to learning and development (and related professional cultural competence), but also recognition and value of the role of the learn- ers’ first language and culture. Specific supports for first and second (English) language acquisition and literacy skill development must be provided. A socio-cultural approach: Practitioners of early learning who are cultural- Understanding the value in diversity ly responsive: “understand the relationship between A socio-cultural approach to working with dual culture and language and how each language learners and their families is contributes to development; strengths-based and family focused. It re- reflect care and connectedness; quires that early learning professionals seek understanding of the ways diverse cultural and respect and acknowledge family and linguistic experiences guide development for community values and belief systems these (and all) students. It includes decision- related to child development and learn- making that is based in the understanding that ing from other non-Western groups; the experiences children have in their commu- demonstrate understanding about the nities in relation to culture (social norms), lan- unique challenges that English lan- guage use, and historical, culture-bound guage learner children and families “bodies of knowledge and skills, or ‘funds of encounter in US society” (PA Keys, knowledge’” (González, Moll, & Amanti, 2001, 2009, p. 89); p. 133), are critical factors influencing their “respect all learners as individuals with development, learning, self-concept, and iden- culturally defined identities; tity. Learner, family, and community funds of realize that students bring funds of knowledge are important resources from knowledge to their learning communi- which to build new learning. Professionals can ties” (NCTE, 2006); support young dual language learners by rec- show a commitment to “socially re- ognizing and valuing these home and commu- sponsive and responsible teaching and nity experiences, beliefs, and language(s) learning”; and used for communication within early learning contexts, as the foundation of their under- are “advocates for and models of so- standing about the world (Coltrane, 2003). In cial justice and equity” (NCTE, 2006). doing so, early learning professionals demon- strate “cultural responsiveness,” sometimes also referred to as “cultural competence.” 3 The National Association for the Education of Young Children (NAEYC) asserts that cultural- INTERPRETING AND ly competent educators of young children TRANSLATION SERVICES “must accept the legitimacy of children’s home The following vendors are available in the language, respect (hold in high regard) the Philadelphia region. This list is a small sample home culture, and promote and encourage the of resources available. active involvement and support of all fami- lies” (NAEYC, 1995, p.2). In particular, it is im- School District of Philadelphia portant for early learning professionals to un- www.philasd.org/face/translations derstand the diverse ways in which children are socialized, or in other words, the ways Nationalities Service Center they are provided with implicit and explicit https://nscphila.org/interpretation- guidance in what behaviors and interaction translation-services styles are considered appropriate with whom, at what times, and in what contexts. This so- Avante Language Services cialization results from the (often unspoken) www.avantelanguage.com sets of cultural values and beliefs that are held by, and guide, decisions and interactions in Quantum families and communities. Although too com- www.quantumtranslations.com plex to cover in-depth in this article, the recog- nition that the way children, families, and edu- Additional telephonic interpreting, which cators themselves
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