Responding to Linguistic and Cultural Diversity

where we STAND naeyc on responding to linguistic and cultural diversity

Y oung children and their families reflect a great and Recommendations for working with young rapidly increasing diversity of language and culture. The children National Association for the Education of Young Children’s (NAEYC) recommendations emphasize that early childhood • Ensure that children remain cognitively, linguistically, and programs are responsible for creating a welcoming environ- emotionally connected to their home language and culture. ment that respects diversity, supports children’s ties to their Children’s positive development requires maintaining close families and community, and promotes both second language ties to their family acquisition and preservation of children’s home languages and community. Today, 44 percent of all children and cultural identities. Linguistic and cultural diversity is an If home language are members of “minority groups.” and culture are asset, not a deficit, for young children. By 2050, the proportion will be supported, children, families, and 62 percent. Recommendations for working with families communities stay securely connected. • Actively involve families in the early learning program. Links between school, home, and community • Encourage home language and literacy development, are important for all young children, but forging them knowing that this contributes to children’s ability to can be challenging when acquire English language proficiency. Research confirms families and program Latino American children that bilingualism is an asset and an educational achieve- staff differ in culture and make up the majority of ment. When children become proficient and literate in language. Ties to the com- their home language, they transfer those skills to a second first graders in the United munity, respectful relation- language. States’ largest cities. ships with families, and encouragement of active, • Help develop essential concepts in the children’s first culturally meaningful fam- language and within cultural contexts that they under- ily involvement are essential. stand. Although some children can seem superficially fluent in their second language, most children find it easier • Help all families realize the cognitive advantages of to learn new, complex concepts in a familiar language and a child knowing more than one language, and provide cultural framework. Once established, these concepts them with strategies to support, maintain, and preserve readily transfer into a second language and contribute to home language learning. Families may think that speak- later academic mastery. ing to their children only in English will help them learn the language faster. But home language preservation benefits children’s cognitive development, and families Screening and Assessment of with limited English proficiency provide stronger language Young English Language Learners models when they emphasize their home language. As a supplement to its position statement on cur- • Convince families that their home’s cultural values and riculum, assessment, and program evaluation, norms are honored. Continuity between home and the and in response to needs in the field, NAEYC has early childhood setting supports children’s social, emo- developed recommendations on the screening and tional, cognitive, and language development. Though not assessment of young English language learners. To always identical, practices at home and in school should download English or Spanish versions, visit www. be complementary. naeyc.org/positionstatements/cape.

National Association for the Education of Young Children • Support and preserve home language usage. Whether Recommendations for preparation of early or not staff are proficient in a child’s home language, childhood professionals programs should make every effort to use children’s home languages and • Provide professional preparation and development in Almost three out of ten Head create classroom the areas of culture, language, and diversity. By examin- Start children come from families environments that ing their own cultural background, educators come to see how young children’s culture and language influence who speak a primary language reflect children’s responses, interactions, and approaches to learning. Com- other than English. languages and cultures. Within that petence is further enhanced by professional development context, teachers in language acquisition, working with diverse families, can model appropriate use of English and provide many cross-cultural communication, and other critical content. opportunities for children to learn and practice a new • Recruit and support educators who are trained in language. languages other than English. Individuals with multilin- • Develop and provide alternative, creative strategies gual and multicultural backgrounds can be advocates and to promote all children’s participation and learning. crucial support for diverse young children and families. Creativity and collaboration are needed to ensure that We must recruit more bilingual educators, give them ap- all children, whatever their current language proficiency propriate professional responsibilities, and link them in or culture, have the opportunity to participate fully in collaborative relationships with others in the field. the program’s learning opportunities. Collaborative work The complete position statement is available at www. groups, including teachers and families, can develop flex- ible approaches that are developmentally, culturally, and naeyc.org/positionstatements/linguistic linguistically appropriate.

• Provide children with many ways of showing what For More on Diversity they know and can do. Children have already learned a The Early Childhood Research Institute on Culturally great deal before they enter an early childhood program, and Linguistically Appropriate Services identifies, even if this learning has been in a different language and evaluates, and promotes effective and appropriate culture. Effective curriculum and assessment systems do early intervention practices and preschool practices not underestimate children’s abilities. Instead, they create that are sensitive and respectful to children and multiple, often nonverbal ways for children to demon- families from culturally and linguistically diverse strate interests, knowledge, and skills. backgrounds. http://clas.uiuc.edu/ The National Association for Bilingual Education is devoted to representing bilingual learners and bilin- NAEYC’s Engaging Diverse gual education professionals. www.nabe.org Families Project The National Association for Multicultural Educa- Despite the demonstrated value of family partner- tion fosters respect for and appreciation of cultural ships, many early childhood programs struggle to diversity, promotes the development of culturally engage families, especially those who are culturally responsible and responsive curricula, and facilitates and linguistically diverse. NAEYC’s Engaging Diverse the acquisition of the attitudes, skills, and knowledge Families project (EDF) aims to help by sharing to function in various cultures. www.nameorg.org information about successful engagement strategies The National Task Force on Early Childhood for developed by exemplary, real-life early childhood Hispanics endeavors to enhance educational achieve- programs. To learn more, visit www.naeyc.org/ecp/ ment and opportunities for children of Hispanic de- scent and to influence education policy decisions that trainings/edf. most affect this population. www.ecehispanic.org The National Black Child Development Institute aims to improve and advance the quality of life for Black children and their families through advocacy and education. www.nbcdi.org

where we STAND naeyc