Early Language and Literacy Learning El Grupo de Familias A Parent Education and Support Group

1. Early Language and Literacy Learning ~ El Grupo de Familias A Parent Education and Support Group Clara P�rez-M�ndez, Puentes Culturales

2. Facts Children of immigrants are the fastest growing component of the child population (Hernandez,1999) One in every 5 children in our schools come from homes where families speak a language other than English Many young children of immigrants (56%) live in families with low incomes, have parent with low-education levels and limited English proficiency (Capps et al, 2004)

3. We also know � That families often make choices about languages their children will learn based on fear of discrimination, limited information about the benefits of bilingualism, and other socio-cultural considerations (Hammer et al, 2003; Sanchez,1999; P�rez M�ndez & Moore, 2003)

4. Outcomes Learn how to replicate an evidence-based parent education and support program for children and families that focuses on individualized language and literacy learning

5. Agenda A Prevention Model � El Grupo de Familias Outcomes evaluation Family Voices

6. What research says � Educators � should consider the cognitive advantage that can accrue from knowing and using two languages instead of considering only the possibility of disadvantages, �this has been the case traditionally when consulting with parents about the pro�s and cons of bilingualism� (Genesee et al, 2004)

7. Cognitive and Economic Advantages Research finding even show that highly bilingual students reach higher levels of academic and cognitive functioning than do monolingual students or students with poor bilingual skills�(Hakuta & Garcia, 1989) �In addition, students who are bilingual will have skills that enable them to take advantage of more career opportunities.� (August & Hakuta,1997)

8. Bilingual Advantage Kessler and Quinn (1980,1987) also found that in creativity and problem solving, bilingual children performed better, with more structural complexity and sophistication, than their monolingual peers.

9. What families say� �We want them to know about our culture�how we raise kids� what we think is important�� � I need information about what my children need�how they will get ready for school� I want my children to speak Spanish so they can communicate with their grandparents�but English too. �I want more for my children�for them to do well in school �to go to university�to go all the way�

10. What providers say� Families need information about their options�so they can make informed decisions about what languages their children will learn Sometimes family members seem confused �should they only speak English at home if they want their children to succeed in school Families need information about community resources and �how to navigate the system�

11. A Story about El Grupo de Familias

12. A Story about El Grupo El Grupo was originally developed in 1995 as part of a personnel preparation grant to expand clinical educational opportunities for Bilingual SLP master�s level candidates as they prepared to serve linguistically and diverse populations � listen to Clara tell the story

13. Acknowledgements El Grupo de Familias was developed at the University of Colorado, Boulder by Susan M. Moore & Clara P�rez M�ndez El Grupo de Familias is currently funded by the City of Boulder, Department of Housing & Human Services, Human Service Fund in collaboration with Intercambio de Comunidades This DVD was developed with financial support from the Knight Foundation

14. A Schedule of Activities for El Grupo Setting the Stage: Getting comfortable by knowing what to expect Talking Stick~Sharing Our Stories Learning how to support your child�s learning at home through play, reading books and telling stories Visit to La Biblioteca Preservation of Language and Culture

15. Activities Continued Literacy Boxes ~ More ways to have fun! More Community Resources ~ Children�s Museum and others Navigating the School System ~ Interactive Storybook Reading and Graduation Fiesta

16. Setting the Stage Parents who are participating in El Grupo visit the Center to become comfortable� Graduate students provide a tour � Expectations and routines are explained A schedule of sessions is provided Parents complete registration information

17. Talking Stick ~ From the heart An activity that creates a safe environment for all participants in the group to share � Their heritage and culture Their childhood experiences�with parents and family � about school Their dreams for their children

18. Supporting Children�s Learning Parents are eager to explore ways of supporting their child�s language and literacy learning At home� in the car� wherever they are! During play, routines, and everyday activities By sharing stories and reading books

19. Supporting Learning How to engage their children in learning and conversations in their preferred language � Wait for the child to initiate or take his/her turn Follow the child�s lead Use new words and �talk about � their meaning How to ask authentic and open-ended questions Modeling of language and expansion of what the child says

20. La Biblioteca Parents and children are introduced and tour to the library� Language is not a barrier as parents and children Learn where bilingual books are The children�s section and the adults section Scheduled Storytimes Access to computers All receive a library card and learn how to check out books

21. Language and Culture It is important for parents to obtain information so they can make an informed decision about what language(s) their children will learn and use� Parents share their experiences with �veteran� parents

22. Language and Culture Information is provided about Advantages of bilingualism How children with or without disabilities can learn two languages Considerations about preservation of home language and culture Parents view a video �Language and Culture: Respecting Family Choice www.landlockedfilms.com

23. Activities and Outings Literacy boxes (McCord,1995; Project Flame) are another way to encourage parents to support learning at home� Parents learn how to convert trash into treasure � to provide a private space for their child for drawing, writing, cutting pasting �

24. Activities and Outings Picture albums are another way for parents to encourage �talking together� at home Parents create picture albums to look at and talk about �memories, experiences, family and friends from El Grupo

25. Other Activities in the Community Pictures of a visit to the Children�s Museum illustrate how parent education and support groups can take advantage of many resources in community� Other examples include trips to the zoo� playgrounds or parks�fire departments� Language is not a barrier to take advantage of these opportunities

26. Navigating the System Parents need information about all the resources for support in the community How to access Childcare Emergency and medical services Adult ESL classes Other circles of support

27. Navigating continued Parents need information about how the school system works � who to contact�how to connect� Parents need to know how to access services and supports if they have concerns about their child�s development �or learning. Parents need to understand their rights and responsibilities as advocates for their child, especially if their child has a disability.

28. Navigating the System Parents also need information about what is expected when their children start school� Separation Social skills with peers Formation of habits and routines� �early to bed �early to rise� Early literacy experiences and reading with your child as foundations for �school readiness� and easy transitions.

29. Interactive Story Book Reading Parents complete the At Home survey regarding reading and writing activities they use. This information informs what information is desired and needed about language and literacy learning. Parents are videotaped reading to their children Video tapes are reviewed to point out the strengths parents have in interacting with their child

30. Interactive Story-book reading continued � Stages of early literacy are explained in the context of what children are doing during their experiences with books Parents are provided strategies and suggestions to support their child�s development and progress

31. La Fiesta and Graduation Parents have the opportunity to share their culture, food, and gratitude with all of El Grupo participants A time for celebration Sharing together in a social context Certificates of completion

32. Full Circle: Family Voices! Since you started El Grupo, what is different? 100% (10/10) responded: I now have a library card that we use. 80% (8/10) responded: I now know more about the school system. 100% (10/10) responded: I now know how important is for me to read with my child. 90% (9/10) responded: I now read with my child more often. 100% (10/10) responded: I now know more about how my child learns from me. 90% (9/10) responded: I now know more about how my child can learn two languages, not just one or just English. 70% (7/10) responded: I know about more community resources.

33. Full Circle: Family Voices! Since you started El Grupo, what activities listed below do you do more often than before with your child? 100% (10/10) responded: go to the library 100% (10/10) responded: read to my child 100% (10/10) responded: play with my child 100% (10/10) responded: talk with my child 90% (9/10) responded: get involved with education and school of my child

34. Full Circle: Family Voices! �I now know what to do to help my child learn�we go to the library and get books�we play at home and read together and tell stories�� �I liked the library visit the most because I didn�t know my daughter could have her own library card. Now we read more and visit the library.�

35. Listening to families� �She loves to use her literacy box!� �This is a very interesting group. I have never participated in an organized group with other parents. Since we have come to the group, he has more interest in reading books. �This group has been very helpful to us because it has taught us about literacy with our daughter and how we can support and maintain both languages.�

36. The End is the Beginning

37. Selected References Barrera, I. & Corso, R. (2003) Skilled dialogue; Strategies for responding to cultural diversity, Baltimore: Paul H. Brookes Publishing Corso, Fowler & Milagros Santos, (2005) Building healthy relationships with families, CLAS Collection, Longmont: Sopris West Education Services. Escamilla, K (2000) Bilingual means two, Proceedings from Research & Policy , A Research Symposium on High Standards in Reading for Students From Diverse Language Groups. Retrieved from OBEMLA www.ncela.gwu.edu/oela/obemla/ Genesee, F. Paradia,J. & Crago, M.(2004) Dual language development & disorders. Baltimore: Paul H. Brookes Publishing Goldstein, B. (2004) Bilingual language development & disorders.Baltimore: Paul H. Brookes Publishing. Gutierrez-Clellan, V. (1999) Language choice in interventions with bilingual children, AJSLP, 6:291-302.

38. References Moore, S. & P�rez-M�ndez, C. (2005) Parent & family involvement: Module 6 in English Language Learners with Exceptional Needs: ELLEN Toolkit, Golden: Meta Associates. Moore & P�rez M�ndez (2005) Beyond Words: Effective Use of Cultural Mediators , Interpreters & Translators Okagaki, L. & Diamond, K. (2000) Responding to cultural and linguistic differences in the beliefs and practices of families of young children. Young Children. 55(3), 74 P�rez-M�ndez & Moore S.M, (2004) Language & Culture: Respecting family choice, Produced by the University of Colorado www.landlockedfilms.com Moore, S. M. & P�rez-M�ndez, C. (Producers). (2007). Full circle: Language and literacy at home and at school. (DVD). Boulder, CO: www.landlockedfilms.com. Moore & P�rez-M�ndez, (2005) A Story About El Grupo, Boulder, Co: Landlocked Films @ www.landlockedfilms.org

39. References Santos, Corso, & Fowler (2005) Working with linguistically diverse families, Longmont: Sopris West Educational Services. Sanchez, S. (1999) Learning from the stories of culturally and linguistically diverse families and communities, Remedial & Special Education, 20,351-359.� Tabors, P.O. (1997) One child two languages. Baltimore: Paul H. Brookes Publishing. Moore & P�rez-M�ndez (2006), Working with linguistically diverse families in early Intervention: Misconceptions and Missed Opportunities, Seminars in Speech and Language, 27:187-198. Moore, S.M., P�rez-M�ndez, C & Boerger, K,(2006) Meeting the needs of culturally and linguistically diverse families in early language and literacy intervention in Justice L., Clinical Approaches to Emergent Literacy Intervention, San Diego, CA:Plural Publishing Co

40. Human Resources Clara P�rez-M�ndez Puentes Culturales clarapm@comcast.net