Education Week - May 22, 2013 - (Page 9)
EDUCATION WEEK
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MAY 22, 2013
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www.edweek.org
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Analysis Calls for Dual-Language Pre-K for Young ELLs
By Lesli A. Maxwell
Young English-language learners still developing oral and literacy skills in their home languages
benefit most from early-childhood
programs that regularly expose
them to both languages.
That’s the conclusion of a new
federally funded analysis of the
large, and growing, population of
dual-language learners, ranging
from birth to 5, who are already
enrolled in or headed for earlycare and early-childhood-education programs.
By 2020, preschool-age children
in the United States who are exposed to or use a language other
than English at home will outnumber their monolingual English-speaking peers, according to
some estimates.
The analysis, released last
week, also emphasizes that duallanguage learners differ from
their monolingual peers in how
they develop language skills, but
it cautions that those differences
should not be assumed by caregivers and teachers to be academic
risk factors.
Young dual-language learners,
who are using two separate language systems, will take longer to
reach proficiency in both languages
than their peers learning only one,
the report says. But ultimately, it
says, they will reach English fluency faster than they would otherwise if their first language is also
supported in the classroom.
“Their development is different,”
said Dina C. Castro, one of the report’s lead authors. “It’s not better,
it’s not worse, just different.”
Too often, Ms. Castro said, duallanguage learners’ school readiness gaps in kindergarten are
assumed to be language-related,
rather than stemming from other
factors, such as poverty.
Numerous studies have also
found that young children learning
two languages demonstrate key
school-readiness factors: strong
social-emotional development and
“executive function” skills, such as
listening and following directions,
the review concludes.
‘Unequivocal’ Findings
Conducted by Ms. Castro and
other researchers affiliated with
the Center for Early Care and
Education Research—Dual-Language Learners, the analysis is a
summary of more than 200 studies, including research done at
the center itself. The studies shed
light on how dual-language environments and bilingualism affect
language and cognitive development in young children and how
early-childhood practices can hinder or help dual-language learners.
The center, based at the University of North Carolina at Chapel
Hill, started its research work
in 2009 and is financed through
the U.S. Department of Health
and Human Services, the agency
that oversees the Head Start and
Early Head Start programs for
poor children.
“The recommendations are crystal clear and unequivocal that
supporting the home language, as
well as English, is the best thing
for young dual-language learners,”
said Karen N. Nemeth, an earlychildhood and dual-language specialist and a private consultant
in Newtown, Pa., who was not involved in the analysis.
“It tells us that there are no
other good options for these children, and anyone who chooses to
run a program for birth to 5 that
doesn’t offer home-language support is doing them a disservice.”
Many existing dual-language
approaches are found in Head
Start and Early Head Start,
which established standards that
require providers to address the
needs of dual-language learners
and “principles” that direct Head
Start programs to develop children’s first languages, as well as
English.
systems, so that the early duallanguage skills aren’t lost once
children move to kindergarten
and beyond.
Eugene E. García, a professor
emeritus of education at Arizona
State University in Tempe and a
lead author of the analysis, said
the research shows clearly that
language-development problems
for young English-learners crop
up when support for their home
language is not provided.
“It’s counterintuitive. But building the literacy and language
skills in the first language helps
students build their proficiency
skills in English,” said Mr. García,
who headed the office of bilingual
education in the U.S. Department
of Education under President Bill
Clinton.
That conclusion is still debated
in some circles outside of aca-
demia, and teaching children in
any language other than English
remains controversial. The focus
of federal education policy for
K-12 English-learners for years
has been on English-language acquisition, not on developing first
languages alongside English to become fully bilingual and biliterate.
Mr. García thinks there is potential to shift discussions in federal
education policy to the merits of
dual-language instruction for ells
in K-12.
“We haven’t made much headway in reducing the achievement
gaps for English-learners” under
current policy, he said.
“
Their
development
is different.
It’s not better,
it’s not worse,
just different.”
DINA C. CASTRO
Center for Early Care and
Education Research—
Dual-Language Learners
Scan this tag with your
smartphone for a link to
“Dual-Language Learners:
Research Informing Policy.”
www.edweek.org/links
Home-Language Support
Some state-provided early-learning programs—the one in Illinois,
for example—also require development of home languages in addition to English.
Overall, however, few earlychildhood programs feature “intentional” home-language instruction and support, the researchers
say. But they argue that the
“most important aspect” of effective early-childhood education for
dual-language learners is using
the home language of young children, in addition to English.
When English-language development is the sole emphasis,
they write, a child’s first-language
skills often decline, hampering
progress toward English-language
proficiency later.
Linda M. Espinosa, another coauthor and a retired professor of
early-childhood education at the
University of Missouri-Columbia
who has written extensively on
young dual-language learners,
said programs in early-childhood
settings “vary enormously.” Many
classrooms, for example, don’t
have fully bilingual teachers, she
said, but still offer frequent opportunities for children to hear,
speak, and interact in their first
language.
Bringing parents and community volunteers who speak the
home languages into classrooms to
converse with children and read to
them is one way of providing support, Ms. Espinosa said. Providing
books and music and presenting
other classroom materials in the
home language is another way.
The report recommends making
dual language in early-care and
early-education programs more
widely available. To do that, the
authors write, will require federal
and state policymakers to support
more training programs for earlychildhood educators to bolster
the literacy and language development of young dual-language
learners.
The authors also call for tighter
coordination between early-childhood programs and K-12 school
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Table of Contents for the Digital Edition of Education Week - May 22, 2013
Education Week - May 22, 2013
District Bets Big on Standards
FOCUS ON: EMERGENCY PREPAREDNESS: States Stepping Up Mandates for School Safety Drills
INDUSTRY & INNOVATION: Schools Facing the Expiration of Windows XP
Contents
News in Brief
Report Roundup
Debates Roil Over Control of Schools in Baton Rouge
Study: Teenagers’ Brains Are Wired for Peer Approval
Analysis Calls for Dual-Language Pre-K for Young ELLs
PROFILE: Brian Pick
PROFILE: Dowan Mcnair-Lee
PROFILE: Mikel Robinson
States Tighten Disclosure of Teacher Evaluations
Blogs of the Week
NRC Framework Seen as Valued Resource for Educators
A Spec. Ed. Twist on Common-Core Testing
K-12 Colors Campaigns in Virginia, New Jersey
Policy Brief
CYNTHIA G. BROWN: The ‘How’ of Equitable School Funding
JIM CHILDRESS: Designing Learning Spaces for A New Age of Discovery
JEANNE ZAINO: Teaching the Metric System: A Cautionary Tale for the Common Core
Letters
Topschooljobs Recruitment Marketplace
LISA HANSEL: The Common Core Needs a Common Curriculum
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