Supporting Dual Language Learners: Our ... - Cox Campus



Supporting Dual Language Learners: Our Classroom Language PlanOur Hopes and Dreams for the ChildrenWe strive to support dual language learners and all children in our classroom. We do so by creating an ecosystem that supports their learning, and values and respects all assets - linguistic and cultural - they bring to the classroom. We value families and see the importance of building partnerships with them. The information families have shared with us through the Family Language and Culture Survey will help us brainstorm and plan ways to best meet the needs of dual language learners in our classroom. Who’s in your classroom? What languages are represented? What might the survey reflect about the children’s language skills in English? In their home language? What aspects of their culture seem most important? HL 1 ___________________Children :HL 2 __________________Children: HL3__________________Children:English speakers only:Finding out more about the children and families you serveWhere are they from?Use these resources to find out more about countries of origin: US Dept. of State Background Notes - r/pa/ei/bgnUnited Nations Country Profiles – esa/population/publications/countryprofile/profile.htmCountries of origin of the children and families…Some interesting facts we have researched about these countries …Some words we will learn/have learned in the children’s home languages Engaging families as partners in their children’s language development What do you know about? what families want for their children? their challenges and concerns?How can we help families? How can families help us? Activities you will plan to get to know families better: How you plan to involve them as partners…Taking stock of your resourcesWho can you count on and what support can they provide? Do you have bilingual staff in the room? What languages do they speak? How will you use them in the classroom?What additional training or information do you need?How can you use community resources to support you? Who can be a regular visitor to support home languages?What language support can each of these folks provide? How will you use? Staff (classroom and center wide)FamiliesVolunteersMaterial ResourcesWhat materials do you have to support teaching DLLs? – e.g., bilingual books, music, cultural artifacts, props, etc. (Consider materials that reflect children’s diversity and support their home language, e.g., pictures of the children and families, books that reflect cultural diversity and different languages, music with songs in different languages, etc.).Brief inventory of what’s available in your classroom (reflecting diverse languages and/or cultures): Materials and resources you need to add: Curriculum and Assessment ToolsIs your curriculum culturally responsive?Are the tools used for assessment available in other languages?What resources/practices will you need to put in place to ensure fair assessment for DLLs? Curriculum/Assessment we currently use: A plan we can put in place to ensure fair assessment for DLLs: Classroom Environment How will you use all resources to reflect the children’s culture and language in your classroom?What evidence will visitors see? An environment that is culturally and linguistically responsive looks like this: (adapted from Sancho Passe, A. 2013. DLLs Birth to Grade 3: Strategies for Teaching English, Redleaf Press.)Supporting Dual Language Learners: Our Classroom Language Plan - SampleOur Hopes and Dreams for the ChildrenWe strive to support dual language learners and all children in our classroom. We do so by creating an ecosystem that supports their learning, and values and respects all assets - linguistic and cultural - they bring to the classroom. We value families and see the importance of building partnerships with them. The information families have share with us through the Family Language and Culture Survey will help us brainstorm and plan ways to best meet the needs of dual language learners in our classroom. Who’s in your classroom? What languages are represented? What might the survey reflect about the children’s language skills in English? In their home language? What aspects of their culture seem most important? HL 1SpanishChildren: Roberto, Dylan, Juan Pablo, Natalia, Lupita, Jasmín, Christian, Jennifer, MonicaHL 2 Farsi Children: Zafiyah, IbrahimHL3VietnameseChildren: Mai, Quang, Hien English speakers only:Lizzie, Kevin, Julie, Hanah, Sebastian, Trey, Alex Finding out more about the children and families you serveWhere are they from?Use these resources to find out more about countries of origin: US Dept. of State Background Notes - r/pa/ei/bgnUnited Nations Country Profiles – esa/population/publications/countryprofile/profile.htmCountries of origin of the children and families…Roberto, Dylan, and Natalia are from Mexico; Juan Pablo and Christian are from Guatemala; Lupita and Jazmín are from El Salvador; Jennifer and Monica from Colombia.Zafiyah and Ibrahim are from Iran; Mai, Quang, Hien from Vietnam.Some interesting facts we have researched about these countries …We’re still working on this! Some words we will learn/have learned in the children’s home languages Buenos días – good morning in Spanish; Thank you in Farsi – usually people say “merci” – like in French!Good bye in Vietnamese is Tam BietEngaging families as partners in their children’s language development What do you know about? what families want for their children? their challenges and concerns?How can we help families? How can families help us? Activities you will plan to get to know families better: Host an Open house/pot lunch for families to come to classroom and learn about their child’s day and also, get to know each other better How you plan to involve them as partners…Prepare poster where families can share talents/interests and indicate how they can collaborate; ask families who might be interested in reading to class, or help mark books with key words in home languages.Taking stock of your resourcesWho can you count on and what support can they provide? Do you have bilingual staff in the room? What languages do they speak? How will you use them in the classroom?What additional training or information do you need?How can you use community resources to support you? Who can be a regular visitor to support home languages?What language support can each of these folks provide? How will you use? Staff (classroom and center wide)Classroom - 1 bilingual teacher (English-Spanish); 1 monolingualCenter – family support specialist also bilingual (Spanish)No one speaks Farsi or Vietnamese FamiliesVietnamese families all speak some English; half of the Spanish families have very limited English but a couple are bilingual. Iranian families – Ibrahim’s dad speaks very good English VolunteersMs. Martinez comes once a week to help – bilingual (Spanish)We can reach out to community organization nearby for Vietnamese-speaking volunteer; will need to look for addl support – Farsi. Material ResourcesWhat materials do you have to support teaching DLLs? – e.g., bilingual books, music, cultural artifacts, props, etc. (Consider materials that reflect children’s diversity and support their home language, e.g., pictures of the children and families, books that reflect cultural diversity and different languages, music with songs in different languages, etc.).Brief inventory of what’s available in your classroom (reflecting diverse languages and/or cultures): Several books in Spanish; culturally responsive materials in dramatic play area (dolls, etc.). Multicultural CD (music from various parts of the world)Materials and resources you need to add: Pictures of families; books in Farsi and Vietnamese;Ask families for artifact they might be able to shareVisit local grocery stores for things to add to dramatic play areaHave families contribute items – make family books Curriculum and Assessment ToolsIs your curriculum culturally responsive?Are the tools used for assessment available in other languages?What resources/practices will you need to put in place to ensure fair assessment for DLLs? Curriculum/Assessment we currently use: Creative Curriculum/Teaching Gold/WSOCurriculum is culturally responsive; assessment materials are all in English and typically completed in English A plan we can put in place to ensure fair assessment for DLLs: Language samples for children in English and HL to take into account for assessment; ask families to help translate language samples; request assistance from translator/interpreter for assessment; involve bilingual assistant in assessment of children who speak SpanishClassroom Environment How will you use all resources to reflect the children’s culture and language in your classroom?What evidence will visitors see? An environment that is culturally and linguistically responsive looks like this: Instruction in English; Everyday greet children in their home languages; rotate greeting song to reflect Spanish, Farsi, and Vietnamese; Wed and Fri – small group storybook read in children’s home languages (volunteers and bilingual teacher); languages reflected throughout classroom in posters, cognate charts, other visuals. (adapted from Sancho Passe, A. 2013. DLLs Birth to Grade 3: Strategies for Teaching English, Redleaf Press. ................
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