Volume 30, No. 1 • page 1
VOLUME 30, NO. 1
IN
THIS
ISSUE
FEATURE ARTICLE:
Dual-Language Learners
in the Preschool Classroom
page 1
CLASSROOM HINTS:
Supporting Dual-Language
Learners With HighScope
page 12
TRAINER-TO-TRAINER:
Supporting Understanding
in Any Language
page 14
SPECIAL EDUCATION:
The Gift of Language
page 16
ASK US:
page 18
NEWS BRIEFS:
page 19
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Dual-Language Learners
in the Preschool Classroom
BY KAREN N. NEMETH, LEAD CONSULTANT, LANGUAGE CASTLE LLC
It is well known that early language development is critical for the acquisition of
literacy skills, general academic achievement, and the social and emotional well-
being that comes from being able to communicate (Dickinson & Porche, 2011). Early
educators are therefore intentional about creating language-rich environments for
young children. Meeting this responsibility, however, can be challenging when teacher
and child do not speak the same language. A preschool teacher from Morristown, New
Jersey, commented that she felt she was providing lots of print and spoken language
but wasn’t sure how much language her students were actually receiving. Having
children in her class who did not speak English made her much more aware of the
challenge of making language connections.
Welcoming dual-language learners into the preschool classroom means giving these children
several layers of support.
Volume 30, No. 1 • page 2
Dual-Language Learners in the Preschool Classroom, continued
HIGHSCOPE | Extensions
Welcoming children from diverse language backgrounds into the early childhood
classroom requires giving children several layers of support. The purpose of this article
is to help teachers provide that assistance by simultaneously supporting learning
of both the home language and English, with cultural sensitivity. After a look at the
changing picture of dual-language learning, we begin by summarizing how young
children develop English language and their home-language skills at the same time
they may be adapting to a new culture. The article then focuses on the strategies that
preschool teachers (whether they are themselves mono- or bilingual) can use to support
young children who are learning another language, in addition to their home language.
English Learners — A Changing Picture
Children who are growing up with two or more languages comprise a signicant
portion of all students in the United States. In early childhood education, the term we
use for these children is dual-language learner, or DLL. (K-12 schools generally use the
term English-language learner, or ELL.) According to the U.S. Census Bureau, by 2030,
the number of children whose home language is not English will grow from its current
rate of 22 percent to 40 percent of the school-age population (Magruder, Whitcomb,
Espinosa, & Matera, 2013). Immigration and birth rates mean this gure will increase
more rapidly for preschoolers (Center for Public Education, 2012). In Head Start, for
example, the number of enrolled children whose primary language is not English is
approaching one-third (Oce of Head
Start, 2014), but what is more compelling
is the nding that more than 85 percent
of Head Start classrooms have at least one
child who is a DLL. Regardless of what
the national statistics say about linguistic
diversity, it is important to remember that
most early childhood teachers need skills,
intentional strategies, and resources to
work eectively with children (and their
families) who are learning in multiple
languages.
Young DLLs may appear to
demonstrate gaps in basic mathematics
and reading skills when tested only in
English at the start of elementary school,
(Garcia & Frede, 2010). As a result,
policymakers and practitioners are
The number of children growing up with
two or more languages is increasing in the
United States.
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Produced by HighScope Press, a division of HighScope
Educational Research Foundation
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in 1970.
“Most early childhood
teachers need skills,
intentional strategies, and
resources to work effectively
with children (and their
families) who are learning in
multiple languages.”
Volume 30, No. 1 • page 3
HIGHSCOPE | Extensions
concerned about nding strategies for reducing or preventing such gaps. We know,
for example, that a strong home-language base makes it easier for young children to
learn content and to learn English (August & Shanahan 2006; Genesee 2010, Castro,
Garcia, & Markos, 2013). However, supporting the many dierent home languages and
dialects that appear in early childhood classrooms is often daunting. Unless teachers
and families eectively support both the home language and English, children can lose
the ability to understand and speak their rst language, or fail to nd a balance between
the two languages (Puig 2010; Castro, Ayankoya, & Kasprzak, 2011).
How Children Learn First and Second Languages
From birth, children progress through predictable stages of language development as
they learn the language or languages present in their environment (of course, we know
that the actual times of moving from one stage to the next vary greatly from child to
child). This sequence is the same for children learning one language or two or more
languages.
0–6 months: Cooing
6–12 months: Babbling (practicing sounds and conventions of speech, and
understanding many words before producing any real words)
12–20 months: Speaking one word at a time, rapidly increasing receptive
vocabulary (the words children understand)
18–24 months: Producing utterances of two or more words (telegraphic
speech — where two or three words represent the meaning of
an entire sentence; for example, saying “truck go” to mean “The
truck is going!”)
24–36 months: Speaking in sentences, having conversations, recounting simple
stories.
Preschoolers learning English as a second language after they have begun learning
a rst one will also typically progress through several stages (Tabors, 2008). The
variability of how and when these stages happen can be even greater for these children
than for children learning a single language, depending on how well-developed their
rst language may be and how well their rst language transfers to their second
(Sandhoer & Uchikoshi, 2013).
• In stage one, children keep using their home language at school but may begin to
say less or even stop talking if the school environment does not support it.
• In stage two, children observe interactions and develop receptive language, but
Dual-Language Learners in the Preschool Classroom, continued
“Unless teachers and
families effectively support
both the home language
and English, children
can lose the ability to
understand and speak
their first language, or fail
to find a balance between
the two languages” (Puig
2010; Castro, Ayankoya,
& Kasprzak, 2011).
Volume 30, No. 1 • page 4
HIGHSCOPE | Extensions
may not yet be willing to express the language they have learned. At stage two, a
child may go right to his seat at the table when he hears the teacher announce lunch
time, but is not ready to reply when asked what kind of sandwich he wants.
• In stage three, children understand the rhythms and intonations of English and
begin to use some key phrases. You may hear “telegraphic speech” — for example,
“Up!” can mean “Look up at the bird!” while “Up?” can mean “Will you reach up
and get me that toy?” Children also employ “formulaic speech” — using memorized
phrases that serve a function when a gesture or word is added. For example, “I want
___” plus pointing might mean “I want an apple.”
• In stage four, children have informal uency in the new language, including the
ability to speak in full sentences and hold conversations. Even when they have
progressed to the fourth stage, young DLLs still think and understand many things
in their rst language and will continue to need support and experiences in that
language while continuing to develop their English.
Many experts emphasize that the process of learning a second language does not
eliminate the rst language and should not be thought of as doing so. Some authors
describe the process of “interlanguage” use (Cheatham & Ro, 2010), while others
use the term “translanguaging” (Garcia & Wei, 2014), to describe the continuing use
of elements of both languages that occurs naturally in bilingual children and adults.
These experts recommend that this enhanced use of both languages to support
communication is further evidence that early support of both English and home
language development is needed by the developing child.
Supporting both the home language and the new language is important to optimal
development of children's communication skills.
Dual-Language Learners in the Preschool Classroom, continued
“Many experts emphasize
that the process of learning
a second language
does not eliminate the first
language and should not
be thought of as doing so.”
Volume 30, No. 1 • page 5
HIGHSCOPE | Extensions
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Childhood
Teaching
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At the same time they are learning another language, children may also be
adjusting to the conventions of another culture, including when and how it is
appropriate to speak (Rogo, 2003), while also adjusting to a new home and new
school. They may need some time to experience the new language before they are ready
to say words in that language. Although some theorists call this a “silent period,” not all
DLLs experience this. Silence in preschool can also be a sign of hearing loss, shyness,
developmental delay, or stress in the child’s life and should not be ignored.
Remember that even native speakers of any age can take four to ten years to
fully learn a language (Bialystok, 2001). Therefore, adults should hold reasonable
expectations for the progress children can make during the year or two they spend in
preschool and should continue to support the home language throughout that time.
It is also important to keep in mind that much of what the child has learned before
coming to school is mentally represented and understood in his home language. To
build on each child’s prior knowledge, connecting to those home-language words and
concepts will be essential to eective early education.
Teaching Strategies to Support DLL Children
It is a commonly held belief that early childhood educators should focus on teaching
young DLLs to speak English. However, research shows that the most important task
for adults is to pave the way for DLLs to understand the concepts and content they need
to learn in the early years (Espinosa, 2013). The strategies given below will help. Too
much time spent on “teaching” English will reduce the time children spend on learning
much-needed concepts and content. Supports for the home language and culture make
learning more accessible. When exploring nutritious foods, for example, ask families
to send in the names of foods they consider healthy and nutritious in their regular
meals, so you can incorporate the names and familiar foods in class books or displays.
Explicit supports for learning English are also needed. Teachers need to take more time
to explain and demonstrate the meanings of words for all children, and for DLLs that
means making connections between new words and words they already know in the
home language (Ackerman & Tazi, 2015). With these attitudes and practices setting the
stage, educators can then use the following specic strategies to help children maintain
their primary language while learning in English.
Encourage children to communicate in whatever language they choose.
As noted above, the more children know in their rst language, the stronger the
transfer to a second one. Therefore, it is important for them to speak and write in
whatever language(s) they can. Placing children who speak the same language together
in the same classroom or small group will facilitate their rich home-language practice
The HighScope Key
Developmental
Indicator in English
Language Learning
D. Language, Literacy,
and Communication
30. English Language
Learning: (If applicable)
Children use English and their
home language(s) (including sign
language).
Description: Children understand
and use English and their home
language(s). They adjust the
language they use to the person
with whom they are communicating.
Children know there are different
ways of speaking and different
writing systems (alphabets).
Dual-Language Learners in the Preschool Classroom, continued
Volume 30, No. 1 • page 6
HIGHSCOPE | Extensions
during play, even if the teacher doesn’t understand what they say. Don’t be concerned
when children “code switch” (mix the two languages) because it’s a sign they are
learning to use all of the language resources at their disposal to communicate in more
eective ways. Adults, however, should try to be consistent in speaking one language
during a conversation or interaction with a child. (National Center on Cultural and
Linguistic Responsiveness, 2014). Begin by conversing as a partner with children —
initiate with a comment or observation about what children are doing. Eventually,
it might be appropriate to ask questions. Learn to ask some key questions — such as
“What are you doing?” — in the languages of the children, to encourage them to answer
in their home language so they may have more vocabulary at their disposal.
At the art easel during work time, Teresa is painting. The teacher approaches
Teresa.
Teacher: “Teresa, you are painting.”
Teresa: “I do (pause) árboles.”
Teacher: “Árboles? Trees?”
Teresa: “He go on tree. He climb.”
Teacher: “He is climbing the tree.” (with gesture).
Teresa: “He fall o.”
Teacher: “Is he ok?”
Teresa: “Si, he put (long pause) vendaje.”
Teacher: Repeats vendaje with a questioning voice.
Teresa: “On feet.”
Teacher: “Oh, he hurt his feet?”
Teresa: “Vendaje” (points to a mark on the paper).
Teacher: “Bandaid!”
Teresa: Smiles broadly.
Teacher: “It’s a colorful bandaid.”
Teresa: “Gracias, teacher!”
Sing songs, read books, and tell stories in children’s home languages as
well as English. Invite children and families to share songs, fairy tales, and rhymes
from home, and to teach these to the class. Incorporating a range of music and stories
celebrates cultural diversity while helping children retain their home language as they
learn English. Make an eort to select songs and stories that build vocabulary that
children can use during the activities of the school day. For example, a song that just
includes greeting words in other languages is a nice introduction to world languages,
but it doesn’t really add meaningful vocabulary children need for learning. Try singing
Dual-Language Learners in the Preschool Classroom, continued
“Incorporating a range
of music and stories
celebrates cultural diversity
while helping children
retain their home language
as they learn English.”
Volume 30, No. 1 • page 7
HIGHSCOPE | Extensions
familiar English songs and
substituting words from the
children’s home language
— for example, sing “Old
MacDonald” and include
animal names from other
languages. Reading “Goldilocks
and the Three Bears” in
another language can build
connections to words about
comparisons, sizes, family
members, and so on.
When reading the book
Ricitos de Oro y los tres Osos,
Jennifer (the teacher) asked
Dante if he liked soup or sopa. Dante smiled and said, “I eat mucho sopa.” Jennifer
responded, “Oh you eat mucho sopa – lots of soup? Where do you see soup? ¿Dónde
se ve sopa?” Dante happily pointed to the illustrations, saying “caliente, frío, perfecto”
(hot, cold, just right)!
Support conversations in English at some times and the child’s language
at other times. Using both languages helps DLLs achieve a balance, but be selective
about when you do this (Nemeth, 2012). Using both languages mixed together
disrupts the ow and meaning of a story or discussion. If you don’t speak a child’s
home language, learn a few key phrases and supplement these with gestures and facial
expressions “to bring your words to life” (Nemeth, 2012, p. 53). Focus on vocabulary
— nouns, verbs, adjectives and adverbs — rather than grammar or sentence structure
so DLL children can begin communicating with adults and peers quickly. Consider
inviting volunteers from local colleges or organizations, or the family members of the
children, to serve as play and conversation partners to support home language growth.
Michelle, a teacher in a preschool program, approached Diego at arrival time
and said, “Hola, Diego! Como estas?” Diego replied “Bien.” Michelle repeated
“Bien. Bienvenida,” as she made eye contact with Diego and his dad.
One preschool, located in a large, urban school district, oers dual-language
immersion (DLI). Several classes for four-year-olds are set up so that half the children
are native English speakers and the other half are native Spanish speakers. These DLI
Incorporating songs and stories from other cultures can help
children retain their home language while learning English.
Dual-Language Learners in the Preschool Classroom, continued
“If you don’t speak a
child’s home language,
learn a few key phrases
and supplement these
with gestures and facial
expressions ‛to bring your
words to life’” (Nemeth,
2012, p. 53).
Volume 30, No. 1 • page 8
HIGHSCOPE | Extensions
classes are taught by a pair of teachers so that the primary language used changes
every other day. One day, all activities and discussions are in English; the next day, the
Spanish-speaking teacher leads everyone to talk, learn, and play in Spanish. In this
way, all of the children are developing bilingually. Each child gets clear support for his
or her home language at some times, and has to work hard to learn the new language
at other times, and all of the children progress together in the learning experiences that
form the essential foundation for future academic success.
Kyle, an English speaking preschool teacher, learns and uses a short Spanish
song entitled “Chocolate” during large-group Spanish time. Kyle tries to
pronounce tres, and the children giggle. He has diculty with rolling the /r/,
and the children show him and help him practice the word tres. Everyone
enjoys the experience, and Kyle reports that they often request this song.
Use narrative to enhance the uency of DLL children. In addition to telling
and reading stories in the conventional sense, use “storytelling” throughout the daily
routine. For example, think of the message board as a “story” about what will happen
that day. Encourage children to share their plans, or to recall what they did, in the form
of a story that teachers can also write down and read in English or in the children’s
home language. At arrival and pickup times, children are often full of stories about
something they saw on the way to school or what they and their families will do that
evening or on the weekend. Storytelling enhances listening and speaking skills —
valuable traits for both native English speakers and dual-language learners.
Try singing familiar English songs and substituting words from children's
home languages.
Dual-Language Learners in the Preschool Classroom, continued
“Encourage children to
share their plans, or to
recall what they did, in
the form of a story that
teachers can also write
down and read again, in
English or in the children’s
home language.”
Volume 30, No. 1 • page 9
HIGHSCOPE | Extensions
At lunch time, Angelique told Lori, her teacher, a story about how her little
sister cried all night. Angelique said, “She cry and she cry and she cry. I no
sleep!” Lori said, “You seem so upset and tired — did you fall asleep later?”
Angelique replied “I sleep in car.”
Avoid unnecessary praise. If you observe a teacher who peppers her interactions
with empty praise words, you can usually see how this behavior interrupts the ow
and meaning of conversations with a child. This is even more of an issue when young
DLLs are involved. Use arming strategies such as smiling, nodding, making specic
comments about what children are doing, and showing that you are attending to and
understanding their talk as they practice their new language. Making a commitment to
partner in their play is another arming strategy. Remember that children depend on
hearing high-quality language models that they can imitate and adopt. Adding empty
praise words can disrupt this learning process.
Right before cleanup time, Anna said, “When happy music come on, we clean
up!” Je, her teacher, said, “Anna, you remembered what happens just before
cleanup time. You are ready!”
Conclusion
The key to working eectively with young children who are DLLs is to focus on
communication, relationships, and content. All young children grow up using language
for the purpose of communicating and building relationships. Supporting active
learning and communication rather than the passive learning of isolated skills will help
The message board can be another important tool for supporting DLL’s
language development.
Dual-Language Learners in the Preschool Classroom, continued
“Use affirming strategies
such as smiling, nodding,
making specific comments
about what children are
doing, and showing that
you are attending to and
understanding their talk
as they practice their new
language.”
Volume 30, No. 1 • page 10
those young brains develop
as they should, whether
in one language or two or
more languages. All young
children need to build their
fund of content knowledge
across all domains. They
need to feel successful and
often do if these strategies
are applied in the context
of supportive relationships.
Providing engaging, hands-
on activities that foster
exploration, imagination,
and discussion with peers
and adults will oer the
greatest potential for learning in two languages. Enhance that learning by oering
explicit explanations, nonverbal cues, visual supports, and clear connections between
the two languages. With a strong understanding of rst- and second-language
development and these few strategies, every early childhood educator can be successful
in a multilingual classroom. Building multiple languages can benet every child now
and for the future.
References
Ackerman, D., & Tazi, Z. (2015). Enhancing young Hispanic dual language learners’ achievement: Exploring
strategies and addressing challenges. Princeton, NJ: Educational Testing Service.
August, D., & Shanahan, T. (Eds.).( 2006). Developing literacy in second-language learners: Report of the National
Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Erlbaum.
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge, UK: Cambridge
University Press.
Castro, D. C., Ayankoya, B., & Kasprzak, C. 2011. The new voices, Nuevas Voces guide to cultural and linguistic
diversity in early childhood. Baltimore: Brookes.
Castro, D. C., García, E. E., & Markos, A. M. (2013). Dual language learners: Research informing policy. Chapel
Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Center for Early Care
and Education–Dual Language Learners.
Center for Public Education. (2012). The United States of education: The changing demographics of the United
States and their schools. Retrieved from www.centerforpubliceducation.org/
Cheatham, G. A., & Ro, Y. E. (2010). Young English learners’ interlanguage as a context for language and early
literacy development. Young Children, 65(4), 18–23.
Supporting active learning helps children's brains develop
optimally, whether in one language or two or more languages!
Dual-Language Learners in the Preschool Classroom, continued
“Remember that children
depend on hearing high-
quality language models
that they can imitate and
adopt.”
Volume 30, No. 1 • page 11
Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and
children’s kindergarten and fourth-grade language and reading abilities. Child Development, 82(3), 870–886.
Espinosa, L. M. (2013). PreK-3rd: Challenging common myths about dual language learners. (Pre-K–3rd Policy to
Action Brief No. 10). New York: Foundation for Child Development. Retrieved from http://fcd-s.org/sites/
default/les/Challenging%20Common%20Myths%20Update.pdf
Garcia, E., & Frede, E. (2010). Young English language learners: Current research and emerging directions for policy
and practice. New York, NY: Teachers College Press.
Garcia, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Hampshire, England:
Palgrave Pivot.
Genesee, F. (2010). Dual language development in preschool children. In E. E. García & E. C. Frede (Eds.), Young
English language learners: Current research and emerging directions for policy and practice (pp. 59–79). New
York, NY: Teachers College Press.
Magruder, E. S., Whitcomb, W. H., Espinosa, L. M., & Matera, C. (2013). Many languages, one teacher: Supporting
language and literacy development for preschool dual language learners. Young Children, 68(1), pp. 8–15.
National Center on Cultural and Linguistic Responsiveness (2014). Code switching: Why it matters and how to
respond. A workbook for Early Head Start/ Head Start Programs). Retrieved from http://eclkc.ohs.acf.hhs.
gov/hslc/tta-system/cultural-linguistic/fcp/docs/code-switching.pdf
Nemeth, K. (2012). Basics of supporting dual language learners. Washington, DC: National Association for the
Education of Young Children.
Ofce of Head Start (2014). Program information report, 2013–14. Washington, DC.
Puig, V. I. (2010). Are early intervention services placing home languages and cultures “at risk”? Early Childhood
Research and Practice, 12(1). Retrieved from http://ecrp.uiuc.edu/v12n1/puig.html.
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
Sandhofer, C., & Uchikoshi, Y. (2013). Cognitive consequences of dual language learning: Cognitive function,
language and literacy, science and mathematics, and social-emotional development. in L. Espinosa (Ed.),
California’s best practices for teaching young dual language learners: Research overview papers. Sacramento,
CA: California Department of Education.
Tabors, P. O. (2008). One child, two languages: A guide for preschool educators of children learning English as a
second language. Baltimore: Brookes Publishing Company.
Dual-Language Learners in the Preschool Classroom, continued
“Providing engaging, hands-
on activities that foster
exploration, imagination,
and discussion with peers
and adults will offer the
greatest potential for
learning in two languages.”
Volume 30, No. 1 • page 12
HIGHSCOPE | Extensions
CLASSROOM HINTS
Supporting Dual-Language
Learners With HighScope
BY KAREN N. NEMETH
The typical HighScope classroom has many advantages for
supporting children who are learning in two or more languages,
such as high quality, developmentally appropriate learning
materials, and lots of opportunities for play-based interactions.
Teachers using the HighScope Curriculum are already very
thoughtful about preparing the learning environment and using
adult-child interaction strategies to ease children’s transition
into preschool. Whether children are English speakers or
dual-language learners (DLLs), they come to us with a range of
language abilities. Let’s look at the curriculum strategies through
the lens of DLLs. As we do so, it is important to think about how
each part of the classroom and each part of the day can be more
understandable for DLLs.
Organizing and Labeling Your Classroom
Environment
Label the classroom interest areas, and label shelves and material
bins using labels that are understandable to young children (e.g.,
labels made from the object itself, tracings, photos, or catalog
pictures). These strategies will certainly help DLLs. Now let’s
think of additional ways to build language with the labels in
your multilingual classroom, as a way to support DLLs. Have the
labels translated into the languages needed in the classroom (tip:
Include phonetic spellings to help teachers pronounce the words).
While children may still rely on the concrete objects or picture
labels, the labels help the teachers use new words to eectively
support children’s home language. Have the posted daily routine
labeled in other languages. Include area signs, work-in-progress
signs, and hand-washing signs, all labeled in other languages.
Greeting Time and Message Board
It may help to think of the message board as a three-dimensional
communication tool with hooks for real items and photographs
to show what’s new or what will be happening. English speaking
children are also becoming familiar with written communication;
therefore, just as we create messages for young English speakers
using real objects and photos, these items serve the same purpose
for DLLs.
Similar to preparing “cue cards” or labels to remind yourself
about welcome phrases, do the same for typical messages —
for example, “Something new in the _____ area”; “_____ is
absent”; “Two stay-home days/no school day.”
Ask parents at dropo time to tell you the names of new
materials in their language; or, if parents can’t come in to join
the group for morning message, you might even send a brief text
or email home so the family member can prepare the child to
understand what will be discussed in the morning message.
After message board time is over, teachers can follow
up individually with DLLs to make sure they understood the
messages.
Additionally, visual cues such as a label or ring of note
cards could be added to the classroom door to say “come in,”
“go out,” “where are you going?” and “I’m happy to see you” in
each language needed by children in the class. These can then be
powerful language and literacy builders.
Plan-Do-Review
The plan-do-review process is a hallmark of the HighScope
Curriculum, but the discussions during planning time and review
are challenging when children don’t speak the same language.
Just like we support all young children new to planning, we
want to use concrete planning strategies with DLLs. With
DLLs, however, special eort must be made to help them rst
understand what the planning process is about by acting out the
steps in the process that leads to playing with the choices made
Volume 30, No. 1 • page 13
Karen N. Nemeth is an author,
consultant, and advocate for
early education for children who
are dual-language learners. She
has written books for teachers,
administrators, families, and children
on this topic. Karen has leadership
roles at the National Association
for the Education of Young Children
(NAEYC), the National Association for Bilingual
Education (NABE) and Teaching of English for Speakers
of Other Languages (TESOL). Karen presents at many
national conferences and consults with organizations,
government agencies, and local programs, and she hosts
a resource website at www.languagecastle.com.
HIGHSCOPE | Extensions
Classroom Hints, continued
during planning time. Use standard sentence forms and visual
cues when asking planning questions. Accept children’s gestures,
actions, and words. For many children, planning begins with
nonverbal communication as they express intentions through
gestures and actions (Epstein and Hohmann, 2012, p. 253). Ask
children to show the toy or area they want to play with, then
make time to support them to pursue that plan.
Once you feel that children understand the planning concept
and process, you can support their home language by pairing
them with other children who speak the same language so they
might engage in conversation about their plans even if the
teacher doesn’t understand them. Teachers could plan last with
children who need more time to express their plans. And keep in
mind even English speakers who are new to planning give vague
and routine plans. Teachers can brainstorm concrete planning
and recall strategies that require less verbal interaction and focus
more on children’s actual plans. For example, teachers could
structure a visibility game, in which children take a ashlight and
shine it on something they will play with (or that they played with
if it’s recall time).
Introduce several options for recall activities—again, starting
with concrete strategies so children learn about the recall process
rst before moving into more abstract strategies such as sculpting
(e.g., forming play dough into the shape of a toy or material they
used). Allow children to draw or sculpt things to express their
experiences — and allow children to collaborate on these recalls
to build interactions.
No matter what the strategy, the adult-child conversation is
the most important component of both planning and recall time.
Listening to children with interest, and commenting on what
they say and do, makes their recall experience richer. Learn some
words in each child’s home language that you can use to comment
on their favorite activities or materials, as a way of building
rapport and vocabulary connections. You may have some children
who are reluctant to speak in groups or when adults are present.
Accept this, and don’t feel pressured to get children to talk.
A computer or mobile app can help maintain children’s
home language. Once children have the idea about recall time,
teachers can use apps that allow a child to draw or import photos
of their work and record their voice describing what they did.
This will provide a record of their home language expression and
development.
…
Supporting DDLs with a well-labeled learning environment
and with supportive interactions and activities across the daily
routine will help children gain condence in using their rst and
second languages.
References
Epstein, A.S., & Hohmann, M. (2012). The HighScope Preschool Curriculum.
Ypsilanti, MI: HighScope Press.
Volume 30, No. 1 • page 14
HIGHSCOPE | Extensions
Supporting Understanding in Any Language
BY KAREN N. NEMETH
TRAINER-TO-TRAINER
The other articles in this issue about teaching young dual-
language learners (DLLs) provide the background knowledge
regarding the importance of supporting home languages. This
article oers strategies for trainers.
It is the job of every teacher to help children learn content in
the form of concepts, skills, and vocabulary. When the children
speak dierent languages, making that content understandable
becomes a high priority. As the population becomes increasingly
diverse, most early childhood educators will need to address
this priority. Teachers depend on professional development
providers to help them implement new knowledge and strategies
with linguistically diverse groups. There is one solution that all
trainers can use to update their presentations and writing: the
notion of “comprehensible input.”
Trainers should think about the content they are providing
and make sure they are not overlooking content that would help
teachers working with children who are new to English. For
example, when a trainer suggests to teachers that they should
“ask the children how the character feels” in a story, the trainer
should provide suggestions for how that can happen when some
children don’t understand English. Teachers need strategies they
can use during planned activities, daily routines, and during free-
play time.
Training Strategies
1. Rewrite presentation goals to specify what participants
will know and be able to do in the context of a classroom of
diverse languages and abilities. For example, instead of saying
“Describe what social studies looks like in early childhood
settings,” state a goal like this: “Describe what social studies
looks like in linguistically and culturally diverse early
childhood settings.” This makes clear that the trainer is ready
to answer questions and provide solutions for teachers in
diverse environments.
2. Review the content of your presentations and handouts
as if you were a teacher learning how to implement these
suggestions in a classroom where some of the children don’t
understand English. Does any of your content, or do any
of your activities or your recommendations exclude some
children and, therefore, some teachers? By focusing on ideas
for making content more understandable for all, trainers
can model a consistent approach that works with any style,
specialty, or learning domain.
3. When appropriate, present and have participants practice
some of the following dual-language teaching strategies for
making content comprehensible to all children in workshop
participants’ classrooms:
a. In addition to prompting discussion questions, use
pictures, sign language, or icons to enhance understanding
of the questions across the languages.
b. Use visuals to build understanding in meaningful ways.
Choose simple photographs or realistic illustrations
without confusing details. Realistic photos showing
examples from the children’s actual experiences have more
meaning than do less relatable representations.
c. Use props that add real meaning to the activity or
discussion. For example, bringing in some real caterpillars
What Is Comprehensible Input?
Comprehensible input is language that can be understood by
listeners even though they may not understand all the vocabulary
and grammatical structures in the input. Comprehensible input is
a hypothesis first proposed by Stephen Krashen.
Krashen, S. (1981). Second Language Acquisition and Second Language Learning.
New York: Prentice-Hall. (Available at www.sdkrashen.com)
Volume 30, No. 1 • page 15
HIGHSCOPE | Extensions
Trainer-to-Trainer, continued
in a terrarium to help children observe and understand a
story about a caterpillar can increase children’s learning
about how caterpillars behave and what they need to live.
Gluing pompoms together to look like a caterpillar does
not enhance understanding of a caterpillar’s existence.
d. Choose bilingual books and songs that also add real
meaning. Songs that simply include words in other
languages do not build understanding, but songs that
include actions and functions along with rhythm and
repetition can be very helpful.
e. Use newly learned words and concepts in multiple
contexts throughout the day and throughout the
classroom. Suggestions might include creating relevant
puzzles and manipulatives to connect with ongoing themes
observed in children's play, making video examples
available to illustrate topics of discussion, and changing
classroom labels often to respond to areas of interest so
new words can be included in the home languages of the
children (which adults can also include in conversations).
4. Remind participants that children need to hear words
explained to them in context and have them connected with
words in their home language whenever possible. Children
who are DLLs need multiple opportunities to practice and
use new words as well. Building pathways of connection
from the new vocabulary learned in one context to the
vocabulary needed in the next context is an essential strategy
for comprehensible input. In other words, if the children
have been fascinated by construction going on near the
school, teachers might postpone a planned activity about
ducklings. Instead, they might nd some books that talk about
construction work and construction vehicles, put out puzzles
with construction themes, and put digger trucks in the sand
table to create those pathways of meaning for DLLs as they
begin to sort out what word means what and how each word
is used.
5. Make sure your workshops include time for participants to
make notes for an implementation plan or outline that pertains
to how they will use what they’ve learned to support DLLs.
…
There are many additional strategies to help teachers meet
the unique learning needs of the DLLs in their classrooms, but
critical training goals can be met with a clear focus on adapting
materials and strategies to make learning understandable and
accessible for all children.
PRECONFERENCE
May 9, 2016 | 9:00 a.m.—4:00 p.m.
Space is limited! Register online at:
highscope.org/2016conference
Featuring full-day workshops, including:
“Supporting Dual Language Learners in the Classroom”
with Yolanda Orozco
“Scaff
olding Infant and Toddler Language Learning
Throughout the Daily Routine”
with Shannon Lockhart
“Par
ents: Children’s First Teachers and Teachers’ Best
Allies” with Karalyn Huey
…and many other engaging, informative sessions, including a special
seminar for researchers!
• • •
Volume 30, No. 1 • page 16
HIGHSCOPE | Extensions
SPECIAL EDUCATION
What a wonderful gift to speak more than one language!
Research continues to support the benets of learning two
languages; however this gift is often misunderstood as an
obstacle to young children with disabilities and, even more
specically, to those with language development diculties. It
is important to understand that language is language, whether
it is English, Spanish, Urdu, or Korean — it is all language.
Learning language, regardless of tongue, is crucial to children’s
developing communication abilities and an understanding of the
world around them. In this article, we will look at strategies for
supporting dual-language learners (DLLs), especially those with
special needs.
Language Learning, Language Delays
Oftentimes, when a child is learning multiple languages,
questions arise as to whether a true disability is present; is it
a diagnosable disability or, as is more common, a language
dierence? It is crucial for adults who support young children’s
development to understand that it is impossible to have a
language disability in one language and not the other. Thus,
when English is a child’s second language and he scores poorly
on a standardized test for language development in English but
falls within the typical range in his native language, he would
be said to have a language dierence, not a disability. Similarly,
The Gift of Language
BY TERRI MITCHELL, EARLY CHILDHOOD PROGRAMS ADMINISTRATOR, CANYONS SCHOOL DISTRICT, UTAH
the reverse would also be true. If the child showed typical
development in the second language but the native language
was not well developed, it would still be considered a language
dierence, not a disability.
It gets more complicated when both languages may be
signicantly delayed. In this instance, it is important to look
at information about the child's development, percentage of
time immersed in the native language, and percentage of time
immersed in the second language. Total language exposure
needs to be analyzed. This includes time with television,
day care programs, or other programming provided in the
second language. Frequently, when looking at total language,
young children learning two languages have more language
development overall than do children who are monolingual, even
if the separate languages may appear to have delays. Parental
concerns, if there are any, are often critical in helping education
teams successfully understand and analyze information that will
help determine dierences versus disabilities.
Enlisting Family Support
Perhaps the most eective support for young children with
disabilities who are learning a second language is for their
families to continue reinforcing the native language. Parents must
continue that initial language development in children’s rst
language. Parents should read to their children, engage children
in conversation, and play with children — all in the children’s
rst language. By doing this, language overall will continue to
develop. Parents may feel anxious about this, thinking that they
should stop speaking their native language with their children.
They may feel concerned that continuing the child’s rst language
will negatively impact an existing language delay and the
child’s ability to understand the second language. Additionally,
parents may have concerns related to how their child will “t
in,” be understood by others, and engage in social interactions
with peers. However, it is imperative that teachers encourage
parents to continue speaking and interacting with their children
in their native language. This will improve children’s language
development despite a language delay or disability.
Volume 30, No. 1 • page 17
Special Education, continued
HIGHSCOPE | Extensions
Using HighScope Classroom Supports
As language is the vehicle for communicating and understanding,
having a “broken vehicle” requires teachers to provide these
supports through a dierent mode. Visual supports are a key
method for supporting young children with special needs, and
especially those who are dual-language learners (DLLs).
Visual supports can be dened as photos, clip art, drawings,
or real objects. The HighScope Curriculum already denes
specic visual supports for young children. Pictures or drawings
of components of the daily routine, drawings on the message
board, a picture binder for choosing songs, labels for the
classroom materials, and labels for the well-dened areas in the
learning environment are just the basics used for all children in a
HighScope classroom.
Additional visual strategies for DLLs with special needs
may include an individual planning board with pictures to
choose from for planning time. For example, Angelique, who
struggles in communicating plans or ideas for work time, uses
an individual planning binder that contains photos and clip art
of items found around the classroom in areas that interest her.
As she picks an item from the binder, the adult walks her to the
area where the item is found and labels it for her. As Angelique’s
vocabulary continues to develop, complexity can be added to the
binder. First, images of the play areas can be added, then images
demonstrating the dierent materials. The binder could also
contain photos of classmates she may choose to play with. Using
similar visual supports for all planning and recall activities can
help Angelique feel more successful in communicating her plans
and ideas.
Transitions can frequently be a dicult time — a time when
children do not understand what is expected. Visual supports
relative to the daily routine on an individual level can help young
children learn the sequence of what comes next, and frequently
give a level of comfort and understanding. For example, Josue
repeatedly appears to be lost in the daily routine and stands in
the last place he was, such as his small-group-time table, without
taking cues from other children and their movements to the
next part of the daily routine. Josue is given a small foam board
with Velcro at the top, to which a picture of each part of the daily
routine is attached, and a small envelope attached on the back.
As each part of the daily routine is completed, Josue can take the
corresponding picture o and put it in the small envelope so he
can see what is next. Adults support him and the other children in
moving to the next space. This support can also be provided by a
peer partner.
As young children with a second language and special needs
begin using more language, whether in their native or their new
language, any gestures and/or approximations of words need
to be acknowledged and encouraged. As children recognize that
their attempts to communicate are accepted, they will continue
to take the risk of communicating their needs and wants. Adults
will sometimes guess and make missteps during the process
of understanding what children are communicating, but once
successful communication happens, it is exciting for both
children and adults! Adults need to remember that, although it
may be dicult and may require problem solving, they are giving
young children a gift — the gift of language. Few things in life are
more important than this!
Terri Mitchell is a HighScope
field consultant and currently
serves as the Early Childhood
Administrator in Canyons School
District in Sandy, Utah. Prior to
joining Canyons, Terri was an
educational specialist for the
Utah Personnel Development
Center, where she directed the
training initiatives for early childhood special education
classrooms across the state of Utah. Terri is a certified
teacher in special education and early childhood
special education. She has contributed her experience
with instructional coaching, assessment, and systems
change to the development of several high-quality
early childhood programs. She co-authored the book I
Belong: Active Learning For Children With Special Needs
(HighScope Press).
Volume 30, No. 1 • page 18
HIGHSCOPE | Extensions
ASK US
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Join Now!
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I have a classroom with three new children, all of whom speak the same language
at home. They tend to play together and only rarely initiate activity with other
children. How can I help them get past what seems to be a language barrier and
get them interacting with others in the classroom during work time?
– A Preschool Teacher
It can be easy for children with the same home language to
stick together — a tendency we can all identify with from times
we've been one of the “newbies” in a situation. There are several
strategies you can use to try to get children more integrated into the
classroom during work time:
1. Play in parallel with children, and when invited to join the play
scenario, ask if other children may join as well, or simply include
the onlookers in the play if they seem interested and it seems
natural for all parties.
2. Ask children to teach you some of the words they are using
from their home language; share these words with other
children in the class at another time in the daily routine. Also
ask family members to provide you with words that are related
to the type of play the children typically gravitate toward — use
both English and the second language while playing with DLL
children so that they are aware that they don’t have to speak
English only to play with English speakers and so English
speakers are aware that they can use a few words in the DLL
children’s language.
3. During group times, talk about whole-class experiences, and
if you have taken a eld trip, take out a picture book of photos
and invite all children to share about their experiences. Label
objects and people in pictures and photos in both languages.
4. During message board, use symbols as well as words from each
of the languages children speak, to get children more interested
in the diversity of the classroom.
5. During story time, tell stories and read books that include words
from other languages and describe features of other cultures.
Act out parts and gesture for meaning during book reading and
storytelling. You could also invite a family member to read
a story in his or her home language while class members act
out parts and use gestures to solidify meaning throughout the
experience.
By embracing children's languages and backgrounds, you
will see children start to feel safe interacting with others as they
also strengthen their skills in their home language. Children who
do not speak that same second language will also see that you are
playing with DLL children and using their words when you can.
This models exactly what you are trying to accomplish.
Volume 30, No. 1 • page 19
HIGHSCOPE | Extensions
NEWS BRIEFS
Brenda Leger to Join HighScope
HighScope is pleased to welcome Brenda Leger as
the foundation’s new Chief Strategy Ocer. She will
be responsible for the planning, development, and
implementation of strategic initiatives to generate
revenue in new and existing markets and to expand HighScope’s
customer base for products and services.
Brenda has served as National Early Childhood Consultant at Kaplan
School Supply Company in Lewisville, NC; as National Director of
Early Learning and Online Curriculum at Scholastic in New York;
and as National Director of Sales and Content at Teaching Strategies
in Bethesda, MD. She also has experience as a childcare worker and
pre-K and kindergarten teacher, site director, and sta trainer. She
received her master’s degree in early childhood special education from
the University of Arkansas at Little Rock.
Brenda says she is delighted to be part of the HighScope team. “The
legacy and ‛call to arms’ of quality early childhood education started
with HighScope,” she said.
Register Now for Online Courses Starting in April
HighScope has fostered excellence through teacher training for more
than 40 years. You can access this expertise from the comfort of your
home with convenient and cost-eective online courses such as these:
Creating Meaningful Lesson Plans; Planning and Recall: Why and
How; Scaolding Children’s Learning at Small-Group Time; Making
Your Workshops Active and Engaging; and many more! Learning
takes place within an interactive community of teachers, caregivers,
and trainers. Share insights into HighScope’s curriculum and teaching
methods in dialogue with fellow educators from around the world and
get individualized attention from our expert instructors. Learn more or
register at highscope.org/onlinetraining.
Rediscover Essentials — Now Available
in e-Book
Our new E-BOOK versions of Essentials of Active
Learning in Preschool, Second Edition, bring you
HighScope’s recognized, validated research and
teaching techniques in an intuitive, digital format.
Now, explore HighScope’s proven curriculum enhanced with an
interactive, searchable format; video links to view our proven teaching
techniques in action; and the convenience of reading on multiple
mobile devices. Also coming soon in Spanish. For more details, search
Essentials in the online store at highscope.org.
New Infant-Toddler Program Quality Assessment
Online Course Offered
This all new online workshop provides hands-on experience
in observing, recording, and evaluating program quality using
HighScope’s Infant-Toddler Program Quality Assessment (PQA)
instrument. Participants will get hands-on practice in completing
PQA items and will receive detailed feedback on the accuracy of their
completed PQAs from the course facilitator. Course begins March 28
— learn more at highscope.org/onlinetraining.
Annual HighScope International
Conference in Detroit May 9–12
The 2016 HighScope International
Conference will be held at the Detroit Marriott
at the Renaissance Center in Detroit. This year’s
conference — Striving for Excellence and Equity in
Early Learning — will highlight early education’s
promise as a means of creating meaningful social, emotional, and
intellectual opportunities for young children.
Conference activities will begin on Tuesday, May 10, with a keynote
opening address presented by Dr. Walter S. Gilliam, the Director of
The Edward Zigler Center in Child Development and Social Policy.
Participants can then attend their choice of more than 90 workshops
on a variety of topics, discussions, and events. The conference
concludes at noon on Thursday, May 12.
Registration for preconference sessions is now open. The
preconference will give you unique access to networking opportunities
and a choice of in-depth workshops, which are scheduled for Monday,
May 9. A special research symposium for researchers will also be
oered: Closing the Opportunity Gap – Research and Community
Eorts to Promote Children’s Language-Rich Environment.
Stay up to date with all the latest information on conference
sessions and events by visiting our website at highscope.
org/2016conference.
Look for us at these other upcoming conferences!
March 31–April 2: CAEYC, Pasadena, CA
March 31–April 2: MiAEYC, Grand Rapids, MI
April 13–15: Young Child Expo, New York City, NY
May 16–20: National Head Start, Nashville, TN
