Preschool English Learners

Preschool English Learners

Principles and Practices to Promote Language, Literacy, and Learning

A Resource Guide

Second Edition

California Department of Education ? Sacramento, 2009

Preschool English Learners

Principles and Practices to Promote

Language, Literacy, and Learning

A Resource Guide

Second Edition

Publishing Information

Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning--A Resource Guide (Second Edition) was developed by WestEd's Center for Child and Family Studies for the Child Development Division, California Department of Education. It was prepared for printing by the staff of CDE Press under the direction of Tom Mays. It was edited by Faye Ong, working in cooperation with Sy Dang Nguyen, Consultant, Child Development Division. The cover and interior were designed by Cheryl McDonald; typesetting was done by Jeannette Reyes. It was published by the Department, 1430 N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096.

? 2009 by the California Department of Education All rights reserved

ISBN 978-0-8011-1703-9

Ordering Information

Copies of this publication are available for sale from the California Department of Education. For prices and ordering information, please visit the Department Web site at https:// cde.re/pn/ or call the CDE Press Sales Office at (800) 995 4099. An illustrated Educational Resources Catalog describing publications, videos, and other instructional media available from the Department can be obtained without charge by writing to the CDE Press Sales Office, California Department of Education, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901; FAX (916) 323-0823 or by calling the CDE Press Sales Office at the telephone number shown above.

Notice

The guidance in Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning--A Resource Guide (Second Edition) is not binding on local educational agencies or other enti ties. Except for the statutes, regulations, and court decisions that are referenced herein, the document is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.)

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Contents

A Message from the State Superintendent of Public Instruction ............... v

Acknowledgments .......................................................................................... vi

Chapter One: Introduction to the Resource Guide .......... 1

What You Will Find in This Guide ........................................ 2

Core Beliefs ............................................................................ 3

Principles and Practices: Children as Active Learners ........... 4

Summary of the Guide by Chapter ....................................... 5

Continued Professional Development................................... 6

Chapter Two: Preschool English Learners,

Their Families, and Their Communities ........................... 9

The Children ........................................................................ 10

The Role of Families in Language and Literacy

Development.................................................................... 13

The Diversity of the Immigration Experience ..................... 14

Connecting School and the Home Language...................... 14

Varieties of Language ........................................................... 17

Chapter Three: Connecting First

and Second Languages ...................................................... 19

Children and Their Language Development....................... 20

The Components of Language............................................. 22

A Wide Range of Language Practices ................................... 25

Awareness of How Language Works .................................... 29

The Influence of Peers on Language Development............. 30

Chapter Four: Paths to Bilingualism ............................... 33

Theoretical Basis for Supporting Bilingualism..................... 34

Simultaneous Bilingualism .................................................. 36

Early Phase (Birth to Three Years).................................... 37

Middle Phase (Three to Four Years) ................................. 38

Later Phase (Five to Six Years).......................................... 39

Successive Bilingualism........................................................ 41

Receptive Bilingualism......................................................... 42

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Chapter Five: Stages and Strategies in Second-Language Acquisition ..................................... 45

Stages of Learning a Second Language ................................ 46

The Use of the Home Language to Communicate .......... 47

The Observational and Listening Period ......................... 47

Telegraphic and Formulaic Speech .................................. 48

Fluid Language Use .......................................................... 50

Strategies in Second-Language Acquisition ......................... 52

Chapter Six: Code Switching

and Language Loss ............................................................ 57

Code Switching .................................................................... 58

Language Loss ...................................................................... 60

Chapter Seven: English Learners with Disabilities

or Other Special Needs ...................................................... 63

A Language Disorder Versus a Language Difference............ 64

Special Education Programs and English Learners .............. 65

Coordinating Language and Communication Goals .......... 68

Chapter Eight: Recommended Early Literacy

Practices ............................................................................. 71

Defining Early Literacy ........................................................ 72

Connecting Home and School Literacy Practices................ 73

Teaching Through Language ............................................... 76

Reading Books Aloud to English Learners ........................... 77

Writing as a Part of Early Literacy........................................ 80

Making Stories Come Alive.................................................. 81

Literacy Strategies for English Learners

with Special Needs ........................................................... 83

Appendixes A. Principles for Promoting Language, Literacy,

and Learning for Preschool English Learners ................. 93

B. Prekindergarten Learning and Development

Guidelines ....................................................................... 94

C. Desired Results for Children and Families...................... 99

D. California Preschool Learning Foundations ................. 102

E. Transition to Kindergarten or Elementary School........ 114

Glossary ............................................................................ 124

Works Cited ..................................................................... 129

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A Message from the State Superintendent of Public Instruction

Families, teachers, and policymakers have become increasingly aware of the need to address the linguistic diversity of California's preschool stu dents, many of whom are experiencing formal schooling for the first time.

The teachers of preschool children have long been sensitive to the cultural backgrounds of the students and their families. Now they seek guidance as to how best to educate children from homes in which a language other than English is spoken and to prepare these English learners for their transition into kindergarten or elementary school.

This resource guide, Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning (Second Edition), provides teachers with the knowledge and tools they seek to educate preschool English learners most effectively. It was developed by a group of experts who collectively brought strong practical, academic, and research backgrounds to the topic of educating young English learners. In their work the group demonstrated its steadfast commitment to assisting such children enrolled in California's schools and their families.

This document builds on the foundation laid by an earlier version titled Fostering the Development of a First and a Second Language in Early Childhood, published in 1998. In addition, companion materials, including a video, a Web site, and materials for statewide training, will be developed to supple ment the information contained in the guide. This guide is meant to be used in conjunction with Appendix B, "Prekindergarten Learning and Develop ment Guidelines"; Appendix C, "Desired Results for Children and Families"; Appendix D, "California Preschool Learning Foundations"; and Appendix E, "Transition to Kindergarten or Elementary School"; which can be found at the back of this publication.

I hope that teachers will find this resource guide useful as they work to provide high-quality preschool programs for all children. Thank you for your efforts on behalf of our children.

Jack O'Connell State Superintendent of Public Instruction

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Acknowledgments

This publication was developed for the California Department of Education, Child Development Division, under the direction of Rebeca Valdivia, Director of the English Language Learning for Preschoolers Project, WestEd's Center for Child and Family Studies. Sadly, Rebeca, the lead writer of this document, lost a courageous battle with cancer on October 21, 2008. The CDE dedicates this publication to Rebeca for her countless contributions to the lives of young children, especially young English learners and children with special needs. This undertaking would not have been possible without the expertise and contributions of the many talented people who deserve our sincerest gratitude for their time, energy, and dedication. They include a panel of experts, staff from the California Department of Education's Child Development Division, staff from WestEd's Center for Child and Family Studies, and 50 focus-group participants from around the state representing the various audiences that the guide is designed to reach.

Panel of Experts

The panel of experts provided academic and practical perspectives affecting all aspects of the guide. Contributions to the contents, principles and prac tices, and updated research were generated by the panel during the 2003-04 contract year. Panel members and their job titles and locations are listed as follows:

Patricia Baquedano-Lopez, Associate Professor, Graduate School of Education, Language and Literacy, Society and Culture, University of California, Berkeley

Maria F?tima Castro, Coordinator, Central California Migrant Head Start, Santa Cruz County Office of Education, Capitola

Ruth Chao, Associate Professor, Department of Psychology, University of California, Riverside

Anna Eunhee Chee, Associate Professor, Charter College of Education, California State University, Los Angeles

Kris Gutierrez, Professor, Graduate School of Education, University of California, Los Angeles

J. Ronald Lally, Co-Director, Center for Child and Family Studies, WestEd, Sausalito

Peter Mangione, Co-Director, Center for Child and Family Studies, WestEd, Sausalito

Sy Dang Nguyen, Consultant, Child Development Division, California Department of Education, Sacramento

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Joyce Palacio, Principal, El Sereno Early Education Center, Los Angeles Unified School District

James L. Rodriguez, Associate Professor, College of Education, San Diego State University

California Department of Education

Thanks are also extended to the following members of the Department's Child Development Division: Michael Jett, Director, whose vision and leadership inspired the development of the project; Gwen Stephens, Assistant Director, Quality Improvement and Capacity Building; and Sy Dang Nguyen, Consultant, for ongoing revisions and recommendations.

Project Staff

The writing, editing, and reviewing involved in any project cannot be completed without the tireless work of dedicated staff. The contributions of the following staff members from WestEd's Center for Child and Family Studies are gratefully acknowledged: Peter Mangione, for writing a considerable amount of the contents throughout the guide, editing multiple drafts, and providing administrative support, guidance, and oversight; Carrie Parente, for design, editorial, formatting, and administrative assistance; Sara Webb, for helping with the design and layout; and J. Ronald Lally and Catherine Tsao, Director, National and International Training, for proofreading.

Special Contributions

Special thanks go to Marilyn Astore, member of the Executive Committee, California Preschool Instructional Network. She reviewed several drafts of the guide, provided important recommendations concerning the presentation of content, especially in the chapter on early literacy, and contributed sugges tions for resources and references.

Special thanks also go to Joyce Palacio, a member of the panel of experts, and Norma Quan Ong, an independent early childhood consultant in San Francisco. They contributed vignettes taken directly from children, families, and staff in early childhood settings.

Focus Groups

Four focus groups were assembled by WestEd in San Diego, San Francisco, El Centro, and Los Angeles. The 50 participants were preschool teachers, program directors from early childhood education programs, trainers, consul tants, and parents. They examined an earlier draft of the guide and provided crucial feedback for improving its readability and accessibility for the target audience.

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