WIDA THE EARLY YEARS: FOCUS ON Dual Language Learners In This Issue Introduction Approaches to learning are attitudes and dispositions used Introduction A child’s experiences prior to Kindergarten entry, by young children to acquire 1 starting on the day he or she is born, build the information (e.g., curiosity, foundation for all future learning, both in school and initiative, persistence, attentive- Who are Young Dual beyond. Did you know that during the first three ness, creativity, reflection, risk Language Learners? years of life, a child’s brain is twice as active as your taking). Approaches to learning 2 adult brain? Most connections among brain cells are develop within the context of a young child’s family and culture. formed during these first three years. Children make The Benefits of Supporting huge gains in development—socially, emotionally, Home Language 3 physically, linguistically and cognitively—at a rate faster than any other stage in their lives. They begin to Developmental domains include Connecting with Families develop their approaches to learning which facilitate learning in each developmental domain, including • Social and emotional 3-6 • Physical well-being and motor language. Their language, culture, connections to • Language and communication Supporting Language the community, and approaches to learning support • Cognition and general Development through Play healthy social, emotional, and identity development. knowledge (e.g., math, science 7 and social studies) Positive relationships with primary caregivers, and Connections to everyday child-initiated play experiences supported by Because the domains are inter- K-12 Education adults are critical to early learning and development. related and interdependent, 8 It is through these primary relationships and play practitioners consider all domains experiences that children learn to interact with others, when supporting, assessing, and WIDA: Early Years develop language, acquire vocabulary, recognize and planning for young children’s 9 learning and development. solve problems, and discover their potential. Play References and provides hands-on experiences with materials that Further Reading allow children to explore the purpose and structure of 10 language in authentic ways. Consistent, high-quality, adult-supported, play-based programming from birth to age five provides the experiences to which children connect in K-12 and beyond. Our goal in this bulletin is to celebrate the cultural and linguistic diversity of our youngest language learners, their families, and the programs that serve them. We will offer • Reflections from staff at Eagle’s Wing, an early Questions for Reflection: care and education center in Madison, WI • Which practices in my program that embraces cultural and linguistic diversity have proven to be effective? and has developed effective practices for • What are the first steps I will supporting young dual language learners and take to increase my knowledge their families of dual language learners and • Tools to help you better understand children’s adopt new practices in my sociocultural contexts and levels of language program? • How can I advocate for play development while building connections • Essential background information about between birth to five and AUGUST 2014 young dual language learners and WIDA Early K-12 language development Years resources programming in my context? • Suggestions for supporting language development through play, the primary vehicle through which young children learn • Connections for K–12 administrators and educators 1 Who Are Young Dual The Benefits of Having Young Language Learners? Dual Language Learners and their Families in our Program: You are likely familiar with the term English language learner (ELL) which is used in K–12 education to describe a child who is learning Reflections by Staff at Eagle’s English as an additional language. Dual language learner (DLL) is used Wing by early childhood practitioners to describe children, age birth to five years, who are learning two or more languages. “Dual language learner” “By being part of this diverse program, I think acknowledges that very young children are still actively developing their all of our children learn to be more accepting, home language(s) along with an additional language. caring, and helpful. They all get a chance to be leaders, teachers, and problem solvers. It’s The number of DLLs in early care and education programs and public invaluable for our young children who don’t even schools in the United States has continued to rise during the past recognize that they’re having this experience... 20 years, with some states experiencing over a 200% rate of growth We teach young children to notice differences in (Espinosa, 2013). Currently “nearly one out of three children enrolled the environment—colors, sizes, shapes, etc. I think in Head Start come from homes in which a language other than English it’s also our responsibility to help children notice [LOTE] is spoken” (Advisory Committee on Head Start Research and and value differences in people, cultures, and languages. That’s the most beautiful part of what Evaluation, 2012). The rich diversity and rapid growth of the DLL we do here.” population puts early care and education programs in a unique position ~Debb Schaubs, Director to support children’s learning and development as global citizens. “The children at our center are not just dual Young DLLs develop multiple languages at different rates and in language learners, they really become different ways. Some children begin learning two or more languages multilanguage learners. The little ones speak in simultaneously at birth. Other children may learn English sequentially, their home language and English and use both adding English to their home language upon entry to early care and words for things they want. Other children in the education programs. The timing, exposure, quantity and quality of input, group pick up words and phrases if they see opportunity to use both languages, and community attitudes toward that they’re effective! We all explore language languages other than English significantly affect the rate and pattern of together.” ~Paula Zipperer, Assistant Director development in each language. Children’s personalities, motivations, abilities, and interests also impact the speed at which they each develop “When most people visit their child’s classroom, English. the language is English. At Eagle’s Wing you can go into every classroom and see that Young children learn language through the context of relationships most children do not speak English as their first with their primary caregivers and peers during daily routines. High- language. More than half of the children start quality programming, meaningful interactions in both languages, and with no English at all… What do I want people to intentional instructional adaptations also support DLLs’ development know about dual language learners? Everyone and learning. is special. Everyone is different. Value the differences! Even though kids are from different places in the world, they all want the same thing: to be safe and loved.” ~Chuquan Gu, Teacher, Yuwa Room (2-4 Year Olds) “Having dual language learners in our program provides an overview of the world. I have grown myself by getting to know about other parts of the world, learning about the families and where they come from, their dances, music, instruments, games, and foods… It teaches us all to be less judgmental. Everyone is bringing different parts to the classroom. It challenges us to think more globally.” ~Michele McDonough, Teacher, HaNeul Room (Four-Year-Old-Kindergarten/4K) 2 Focus On The Early Years: Dual Language Learners| WCER | University of Wisconsin–Madison | www.wida.us The Benefits of Supporting Home Language Understanding and speaking in two or more languages is a remarkable skill and provides many benefits to the child, family, school, and society. “These are our brightest children. They’re brilliant! And Children all over the world engage in the practice of learning two or more languages during the first if we support them now in five years of life. This does not inherently cause confusion or language delays (Espinosa, 2013). As developmentally appropriate you would expect, though, language development for DLLs looks different from that of monolingual ways, they’ll show us that by 3rd grade.” learners. ~Debb Schaubs, Director, Eagle’s Wing Learning two or more languages helps children get ready for school and life. Research shows that children who fully develop two or more languages benefit in many ways: Social-Emotional Development Early Language and Literacy Research shows that children who develop two or more Research shows that children who develop two or more languages languages have an easier time • Show better self-control • Thinking about language • Are likely to maintain strong ties to their family, culture, • Learning additional languages and community • Transferring their knowledge about literacy to their • Are able to make new friends and create strong second language relationships in their second language Cognitive Development Approaches to Learning Research shows that children who develop two or more Research shows that thinking in two languages promotes languages have an easier time • Advanced executive function skills such as planning, • Developing cognitive flexibility initiating, waiting, and self-regulation • Using logic and thinking skills • Flexible approaches to problem