Making a Difference Culture & Language Responsive Practices in Early Childhood Education:

1. Making a DifferenceCulture & LanguageResponsive Practices in Early Childhood Education: Susan M. Moore,JD, CCC-SLP, Clinical Professor University of Colorado at Boulder Slide design pictures courtesy of Hilton Early Head Start

2. Key Questions to Frame Our Conversations • What is your understanding of culture? • What is the Colorado Multi-tiered Model? Where did it come from? • How does this apply in our current context of a changing world ? • How do we build relationships with families from cultures different from our own? • What do families need to be involved in their child’s early education ?

3. Questions continued… • What are options / considerations for models of early education that support culturally, linguistically and ability diverse children? • How can teachers and providers support children learning English as a second language in the preschool classroom?

4. What is culture? • What do you think about when you hear the word culture? • What is the nature of culture? • What is acculturation, assimilation or marginalization?

5. What is the Colorado Multi-tiered Model? Response to Intervention (RTI) is a multi-tier system developed primarily for use with school-age children that is gaining widespread acceptance in schools throughout the country. RTI systems help teachers organize the way in which they gather information and deliver instruction to respond to children’s learning difficulties. Recently, there has been a growing interest in the use of RTI with younger children (three to five-year-olds), largely because some young children show signs that they may not be learning in an expected manner, even before they begin kindergarten. However, RTI within the context of early childhood (e.g., Head Start, child care, public and private pre-kindergarten programs) is considered an emerging practice. • (DEC Communicator , August 1, 2007, Vol:1:3 Buyesse et al)

6. Colorado Multi-tiered Model

7. Rationale for Multi-tiered Framework in EC • “Why wait for a label?…Why not intervene as soon as we see a child struggling to learn? (Buysse, 2007) • Key Components: ~ Systematic screening and progress monitoring ~ Multiple tiers of increasingly intense research-based interventions to address individual learning ~ Collaborative problem solving process linking assessment to intervention

8. Focus Points “We can teach children with diverse cultural, linguistic, and learning characteristics” • Intervene early • ECE practices that are family-centered, culturally competent, and individualized • Use research and evidence-based interventions based upon intervention hierarchy or tiered approach • Assessment includes gathering information from multiple sources, ongoing progress monitoring, and use of assessment data to inform instruction

9. Foundational Level Universal Level of Supports for ALL Children includes: • Administration • Staff with qualifications, • Physical environment, including materials and classroom design, health, and safety • Curriculum • Instruction • Assessment process for each and every child including dual language learners • Program Standards and Guidelines • Quality Standards for Early Childhood Care and Education Services • ECEA/IDEA

10. Key Question How does this apply in our current context or a changing world ?

11. Our Changing World The rate of growth of dual language learners in the school systems has been dramatic over the past decade, with some Southern states experiencing 300 to 400 percent increases. In some parts of the country, more than 50 percent of the preschool population comes from non-English-speaking homes. Linda M. Espinosa, 2009.

12. Our Changing World • Although many children are immigrating from different countries, children of immigrants and who are also U.S. citizens, are the fastest growing component of the child population. www.futureofthechildren.org • In the United States it is estimated that one of every five school children will be a recent immigrant and speak a language other than English at home by 2010 (U.S. Bureau of the Census., 2000). Home languages include Cantonese, Hmong, Russian, Spanish, Somali and Vietnamese as well as more than a hundred other languages. Kohnert et al, 2009

14. Who are these children? • Students who immigrated before kindergarten • U.S.-born children of immigrants (native-born) • 76% of DLLs in grades K-8 • 56% of DLLs in grades 9-12 (Batalova, Fix, and Murray, 2007) By 2015, second generation children of immigrants are expected to be 30% of the school-aged population.

15. Dual Language Learners Colorado

16. Projected Growth Colorado

17. Most Common Languages

18. Implications • The rapid growth of populations challenges our present support system for meeting the needs of children learning English as a second language, especially those in need of special education, in Head Start and other Pre-K programs (23rd Annual Report to Congress).

19. Paradigm Shift • Deficit Model: “closing the achievement gap” ; children “at risk”; “students who are “failing”; “drop outs” Versus • Strengths-Based Paradigm Shift: Children who come to school rich in cultural legacy; competent learners G. Gay, 2005

20. Shift to Prevention • “Waiting to fail” versus recognition of learning challenge with responses that may ameliorate or prevent the occurrence of failure • RtI/R&R in Pre-K makes sense! How do we implement in a family centered, culturally responsive way?

21. Family Stories (S. Sanchez,1999) By listening to family stories we can… • Understand families’ experiences • Identify family strengths and resilience • Encourage the establishment of meaningful relationships by understanding the interaction between language and culture in the lives of families • Understand that all families are unique and need to be respected for the decisions they make.

22. Implications Would you agree? Parents and families benefit from: • Respectful and trusting relationships with teachers and providers • Meaningful engagement in all aspects of the assessment process and educational planning for their children

23. Implications • Families from cultures different from our own also need: • Educators and specialists who understand patterns of 2nd language acquisition, influencing factors and who can distinguish language differences from disorders • and specialists who share information regarding current research about bilingualism • Educators and specialists who adopt non-biased or anti-biased assessment practices • Educators and specialists who link authentic assessments to intervention as needed yet also provide information about community resources and parent education and support

24. Key Question How do we build relationships with families from cultures different from our own?

25. Effective Strategies include: • Cultural Mediators, Interpreters & Translators • www.landlockedfilms Beyond Words “Working with Families” Part III • “Ethnographic” Interviews Westby,1990 • Individualized Person Planning: Pathways A Child’s Journey • Parent Education & Support El grupo de familias

26. Another Key Question What do families need to become more engaged in their child’s education?

27. Families Need Information: About: Second Language Acquisition and Benefits of Bilingualism

28. 2nd Language Acquisition and Bilingualism “I now know how I can support my child to learn both languages…It is what we want…for our children to know our culture…to be able to talk with their grandparents…yet still succeed in school” A Parent from El Grupo

29. Research Base: 2nd Language Acquisition and Bilingualism Cognitive Advantage: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) Academic Advantage:“Research clearly shows that students in bilingual programs can develop academic skills on a par with, or superior to, the skills of comparison groups of their peers educated in English only classrooms” (Genesee et al, 2004; Lindholm-Leary, 2004-05)

30. Research Results Educational Advantage:Research findings 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 and Garcia, 1989) Economic Advantage “In addition, students who are bilingual will have skills that enable them to take advantage of more career opportunities.” (August & Hakuta,1997)

31. Myths & Realities “One of the most widespread and harmful myths in our society is that very young children will learn a second language automatically, quickly and easily- with no special attention to their needs for an optimal learning environment.” Catherine Snow

32. Continuum • Bilingual children present with a wide range of language proficiencies that are dynamic and change over time, this makes studying bilinguals more difficult than studying monolinguals. (Silva-Corvalan, 1991; & Figueroa 1994; Genesee, Paradis, & Crago, 2004; Grosjean, 1998; Kayser & Guiberson, 2008)

33. Heterogeneity Some variables adding to heterogeneity: • Type of Acquisition: Age of exposure and interaction • Language exposure and usage • Internal/Individual factors • Socio-cultural context for bilingualism

34. Types Simultaneous Bilingual Simultaneous acquisition occurs when a child is exposed to both languages simultaneously from birth or a very early age Sequential Bilingual Sequential acquisition occurs when a child becomes exposed to and begins tolearn L2 after developing his/her L1

35. Type of Acquisition • Type of acquisition results in different developmental patterns and language behaviors (Arnberg, 1987; Cook, 1997; Harley & Wang, 1997; Krashen, 1982; & Tabors, 1997). • Sequential bilinguals demonstrate a great deal of variability in rates and stages of language acquisition (Roseberry-McKibben 2003;Kayser, 2002; Genesee, Paradis, & Crago, 2004).

36. Internal and External Factors • Language aptitude, motivation, and strength of first language may all influence rate of learning L2 • Exposure or input is critical in learning a new language as well as maintaining language proficiency

37. Child Variables External Variables Adult language practices in the home Sibling language usage Language of Instruction in Access to languages (language community) Exposure to languages through media Language Exposure and Usage(Patterson, Zuerer, Pearson, 2004) • Age of exposure • % of usage in L1 and L2 • Language use with siblings, and other family members • Language of play • General language ability

38. Stages of Second Language Acquisition • Silent Receptive/ Comprehension • Early Production • Speech Emergence • Intermediate Fluency • Advanced Fluency Krashen, S.D.,1986

39. Children’s First Exposure to the Second Language (Tabors 1997) Stages of L2 Development : 2 year study of observed stages By Tabors… • Home Language Use: (Typically quite short) • Non-verbal Period: (Varies in length) • Telegraphic or Formulaic use: (“What’s up?; “I don’t know”) • Productive Language: (Shift to novel utterances beyond formula)

40. Typical Bilingual Processes • Silent period • “Language Loss”… can be transitional period/inter-language wherein students may demonstrate semi-lingualism • Reduced Exposure • “Codeswitching”… “Code mixing” • Cross-linguistic Influence …transfer Schiff Meyers,1992;Kayser,1993;Roseberry- McKibbin, 1994; Genesee, Paradis and Crago, 2004

41. Why Is This Information Important in Assessment? José is a 3 year-old whose first language is other than English. His participation in preschool is his first exposure to English. He withdraws from where other children are playing. However, you notice he is observing other children. Sometimes he will imitate their gestures in group activities. Based on 2nd language learning patterns, what additional information do you want to observe and collect before you interpret this behavior?

42. Another Example Amos is a very bright 4 year old child who immigrated to this country 2 years ago and has had a great deal of exposure to English but continues to “code mix” and his parents “want to hold him back from entering kindergarten until he learns better English” what information do you need in order to help this family make a decision.

43. Basic Interpersonal Communication Skills / Conversational Proficiency on the surface can lead one to think …you’re bilingual ! Cognitive/Academic/ Language Proficiency (CALP) is fully developed for learning; Cummins, 1976 BICS and CALPThe “iceberg analogy”

44. Academic English Academic language is the linguistic glue that holds the tasks, texts, and tests of school together (Zwiers, 2005) …The set of words and phrases that… ~ Describe content-area knowledge: “saturation” ~ Express complex thinking processes and abstract concepts: “compare and contrast”, “similarly”“justify and support” ~ Create cohesion & clarity in written and oral discourse: “as a result of”, “as evidenced by”

45. Additional Variables Socio-Cultural Factors: • Disproportionate representation of minority students in Special Education • Family Perspectives • Additive and Subtractive Perspectives

46. Disproportionate Representation Over-representation Under-representation Misidentification More Than Just Overrepresentation Artiles, Rueda, Salazar, & Higareda, 2005; Artiles, Trent, & Palmer, 2004; Meyer & Patton, 2001; Gersten, & Woodward, 1994; Artiles & Trent,1994

47. Attitudes • Additive Bilingualism: Contexts where there is substantial support for continued L1 development and maintenance as the child acquires L2. • Subtractive Bilingualism: Contexts where the use of L2 is required and thought to replace the child’s L1. (Genesee, Paradis, & Crago, 2004)

48. Subtractive Bilingualism and Language Loss • Can lead to the phenomena of language loss, or loss of skills in the child’s L1 • Children experiencing language loss fail to gain proficiency in L1 as expected, and eventually stop speaking and understanding their L1 (Sharwood Smith & van Buren, 1991). • Language loss can result in compromised parent-child attachment, less child directed speech, and decreased family cohesion (Luo & Wisemann, 2000; Sridhar, 1988).

49. Language Loss… More Than Language Families from numerous cultural and linguistic backgrounds reported that as their children lost L1 skill, they also lost their cultural identity, values, and beliefs. Most importantly they lost their connection to home, and ability to communicate with family. Wong Fillmore attributed this to society that did not value multiculturalism. (Wong Fillmore, 1991

50. Families Need More information: Especially if Children Have Diverse Abilities or Learning Characteristics