AHSA Training Day: DLL 101 Policy Development Policy Development for Managers Marcie Bugera, MEd. Judy Brummel CA ECE Specialists -California State T/TA Network
Session Overview During this session participants will have the opportunity to explore resources from the NCCLR and ECLKC that support the development of creating a DLL policy. Participants will examine the process for DLL policy development and be engaged to begin an action plan for further development back at their local Grantee.
Objectives Participants will be familiar with DLL resources available from the NCCLR and ECLKC. Participants will examine the process to develop a DLL policy. Participants will begin a DLL action plan to take back to program for further development with TTA support.
Where to start a DLL Policy Develop a core group who will lead the policy development by becoming the experts on DLL for your program Team of Developers Explore DLL Research Gather Program Data DLL Policy
DLL Policy Process DLL Policy & Procedures School Readiness Goals Family Engagement Program Data PIR Information Children & Families Program Data Staff HS Act 2007 HS Performance Standards OHS Multicultural Principles CA Preschool Learning Foundations HSCDELF Knowledge, Expertise, Research, NCCLR Resources
Multicultural Principles Principle 3: Culturally relevant and diverse programming requires learning accurate information about the cultures of different groups and discarding stereotypes Principle 6: Effective programs for children who speak languages other than English require continued development of the first language while the acquisition of English is facilitated
What is an assumption: An assumption is: what is supposed as fact what is taken for granted a belief what is presumed to be true without evidence
Please Take a Moment Record three to five of your personal assumptions or beliefs about language and culture in early care and education classroom
Assumptions Wall Record on a post-it the one assumption that most influences the way you interact with Dual Language Learners and their families Post this on the Assumptions Wall Read and reflect on the assumptions
Mental Models Explain the way we think about how things work Provide a representation of the world and relationships among it s parts Shape our behavior Define our approach to problem solving Cane & Caine, 1997
Shaping Our Mental Models Birthplace Birth order Gender Number of children Religion Socioeconomic status Disability or medical condition Language(s) Race, culture and ethnicity (Brown & Mazza, 1997 as cited in Castro et al 2011) California k State TTA Center, a member of the OHS TTA System
Assumptions About Language Acculturation profiles Culture and sub-culture Media Mental models
Acculturation Profiles Assimilation: adopting the new culture takes priority, home culture maintenance is of little importance Separation: maintaining home culture and avoiding interaction with new culture Marginalization: avoiding interaction with new culture and relinquishing home culture Integration: interacting with the new culture and maintaining the home culture Berry, Phinney, Sam & Vedder, 2006 California State Head TTA Start Center, Training a member & Technical of the Assistance OHS TTA Network System
Reflections 1. In what ways might identities impact the ways we work with children and families? 2. In what ways might families mental models of child development, rearing and language impact their expectations for their children? For programs? California k State TTA Center, a member of the OHS TTA System
Resources for Developing a DLL Policy Early Childhood Learning and Knowledge Center, National Center on Cultural and Linguistic Responsiveness and CDE Publications DLLs and Their Families: Program Preparedness Checklist Version 4 OHS Report: Dual Language Learning: What Does It Take? Revisiting and Updating the Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five Using the Multicultural Principles To Establish a Framework to Create and Strengthen Language Policies and Procedures in Head Start and Early Head Start Programs Preschool Learning Foundations, Volume 1 Preschool English Learning Guide (PEL Guide)
ECLKC and NCCLR Resources
Principle Six (OHS, 2008) Effective programs for children who speak languages other than English require continued development of the first language while the acquisition of English is facilitated
Families as Children s First Teachers Children and families come to us with a variety of languages and experiences; we not only need to honor and value these, but we need to help families see the strength their home language(s) bring as a foundation for English language development.
Build a knowledge foundation of DLL using available resources and research Paths to bilingualism Stages of second language acquisition Benefits of bilingualism Program Models Strategies to support home and English language development
Paths to Multilingualism Simultaneous: The child is exposed to two or more languages prior to age three Sequential/Successive: The child is exposed to the second language after age three Receptive: The child develops and understanding of the language but is not able to fully express himself in that language
Stages of second language acquisition Home Language Use Observational and Listening Period Telegraphic and Formulaic Speech Fluid Language Use
Benefits of Bilingualism Communication advantages Cultural advantages Cognitive advantages Character advantages Curriculum advantages Cash and financial advantages
DLLs DLL child DLL program A child who is learning two (or more ) languages at the same time A program in which children learn two languages and the intended outcome is bilingual, biliterate children.
DLL Program Models
One-way v. Two-way One-way dual language: one language group is schooled in two languages i.e. native Spanish speakers are educated in Spanish and English Two-way dual language: most common are the 90:10/50:50 models native English speakers and 2 nd language learners are schooled in English and the second language (usually Spanish) resulting in dual language development for both groups. English language classrooms Any help in the home language is for the sole purpose of helping the child cope in the English only classroom
Is there a difference between a Bilingual and Dual Education Program? Bilingual Program All the students in a bilingual class speak the same native language. The teachers in a bilingual program are required to speak in English, as well as foreign language. The students will be initially taught in both languages, but as time progresses, their teachers will slowly phase out the foreign language and teach only in English. At the end of a successful bilingual program, they will be able to join their native English-speaking peers in regular classes. Dual Language Program Dual language program is sometimes referred to as two-way bilingual program. In a dual language classroom, half the student population is made up of native English speakers, and the other half is comprised of students who speak the same foreign language. Teachers have to conduct half of the entire course in English and the other half in a foreign language. This program benefits both the English-speaking students and the foreign languagespeaking students, because they all get to learn a new language.
Program Options Uses English to teach concepts and foundations Dual Language Program Two-Way Immersion 50/50 90/10 Primary Language Enrichment: English Dominant with Some Opportunities/ Support in L1 English Only Uses L1 to teach concepts and foundations Additive Additive Some but Minimal NO Bilingual, early literacy and bicultural competence NO NO Lindholm-Leary, K. (2011). Promoting Bilingualism and Pre-Literacy Skills in Effective Dual Language Programs. First 5 California and the Water Cooler Joint Conference. Sacramento, CA. March 1, 20011. Retrieved on March 3, 2011, from
Create a DLL Vision
Desired Language Outcomes Teachers Language Use CLASS 1 CLASS 2 Children s Language Use Choose the program model/option that best describes classroom (as it operates now) If you found that you re desired language outcomes are not supported by the current model which option would you select?
PEL Guide Core Beliefs Review the Preschool English Learners Guide Handout listing the Core Beliefs In your table groups briefly discuss: In what ways were the posted assumptions similar and/or dissimilar to the Core Beliefs? In what ways do our assumptions and Core Beliefs affect our interactions with families? Our classroom environments? The ways our teachers teach?
HSCDELF for ALL children + 1 for DLLs
DLL Policy Process DLL Policy & Procedures School Readiness Goals Family Engagement Program Data PIR Information Children & Families Program Data Staff HS Act 2007 HS Performance Standards OHS Multicultural Principles CA Preschool Learning Foundations HSCDELF Knowledge, Expertise, Research, NCCLR Resources
Program Data Data driven decision making What does your data tell you? About children? About families? About staff?
SR & PFCE Goals How can your DLL approach support your School Readiness and Family Engagement Goals?
DLL Policy can include PLAs
Planned Language Approach at the core Program Model Governing Bodies Staffing Patterns Community Partnerships Planned Language Approach Curriculum & Materials Professional Development Family Engagement
Pathways to Progress
Matched Languages of Teachers & Children
English Models
Session Review We have identified available resources to support a better understanding of Dual Language Learners We have examined assumptions about language and culture. We began building a knowledge foundation around DLL We have identified data to be examined as you move forward with developing or revising a DLL Policy and Planned Language Approaches We will take the opportunity now to begin the Next Steps Planning
DLL Policy Development is a process of many steps 46
Next Steps Planning 47
Choices and Program Options