Six Research Based Guiding Principles Serving the Needs of English Learners in Preschool School Readiness Programs

Developed by a Working Group from Eight County Offices of Education, convened by the Southern California Comprehensive Assistance Center in Spring 2005 Of Californias more than one million preschool age children, 39% are English Learners (Children Now, in press as cited in Caldern, 2005). With the development of new school readiness policy and program initiatives, comes an urgent need for clarity and information about effective practices for working with preschool age English Learners. From February through June 2005, a working group of researchers and technical assistance providers, with expertise in early childhood and English Learner education, came together to explore the following: research in first and second language acquisition, cognitive and social emotional development; and effective practices in early childhood as identified in professional associations policy briefs and position papers. From this collaborative exploration, the group drafted the principles outlined below. The principles are intended as a basic framework, a reference for planning and program improvement. Specifically, they will be used in our work to support school readiness programs in developing appropriate, effective practices for meeting the needs of preschool age English Learners and their families. SIX RESEARCH-BASED GUIDING PRINCIPLES A childs home language is a crucial foundation for cognitive development, learning about the world, and emerging literacy. The acquisition of language (regardless of the language) is the basis for a childs cognitive development. It is from this language the child begins to explore, construct, and test his/her knowledge. Several decades of research indicate that a childs first language (home language) is the best key to literacy. Knowledge, concepts, and skills established in the home language support and contribute to the development of the childs second language. Therefore, early childhood education programs should support and build upon a childs home language. (Durgunoglu, Nagy and Hancin-Bhatt, 1993; Escamilla, 2000; Snow, Burns & Griffin, 1999; Tabors, 1997; Tabors and Snow, 2001; Vygotsky, 1985). A learning environment that facilitates social-emotional growth and affirms a childs culture and language is essential for full participation and healthy identity development. The ways adults interact with young children and establish the environment impact (v)irtually every aspect of human development. (Shonkoff & Phillips, 2000, p. 388). Children develop and learn best in a safe, affirming learning environment. Such environments respect and
Southern California Comprehensive Assistance Center COE EL Service Providers & COE School Readiness Educators September 30, 2005

integrate the home culture and language, recognize the key role of a childs culture and language to her social-emotional and identity development, and support young children in bridging across and integrating home and school contexts. (Bowman, Burns, & Donovan, 2000; Bowman & Stott, 1994; Day & Parlakian, 2003; Kauffman, 2002; Luria, 1976; Raver, 2002; Phillips, 1995). One language is enhanced by another therefore, effective programs provide intentional support and access to opportunities to learn in, whenever possible, both the home language and in English. Young children have the capacity to learn multiple languages simultaneously when quality language and literacy development opportunities in both languages are provided in school, at home, and in the community. The early years are a unique window of opportunity for development of native-like fluency in two or more languages. (Petitto & Dunbar, 2004). There are benefits of mastering two or more languages including: increased academic achievement, more cognitive flexibility, stronger literacy, increased job opportunities, strengthened cultural and cross-cultural competencies and appreciation. Mastery of these language and literacy skills requires early childhood programs that are purposeful in language use and focused on developing, whenever possible, the home language as well as English. (Hakuta & Garcia, 1989; NAEYC, 1995; Slavin & Cheung, 2004; Tabors, 1997; Tabors & Snow, 2001; Thomas & Collier, 2002). Effective approaches for linguistic and cultural congruity build strong home-school partnerships and support parents as a childs first teacher. Linguistic and cultural congruity between home and school supports all aspects of childrens development (social, emotional, cognitive and language development) and learning. Two-way partnerships between home and school are essential to creating that congruity drawing upon the knowledge and expertise and cultural capital of families as assets. When such relationships are formed, the teacher is better able to understand the child, the contexts in which the child functions and the familys values and culture; the parents come to know the culture of the school. This interaction provides an opportunity for the adults to mediate the differences in context and build consistency for the child (Bowman, Donovan & Burns, 2000). Through this partnership, home and classroom activities complement and reinforce each other. (Tabors, 1997, p. 131). In addition, leadership and learning opportunities must be provided for parents, as first teachers, through a structured parent leadership and education program that builds their confidence and capacity to effectively support their childrens social-emotional, physical and language/literacy development at home. High quality, research-based professional development is needed in order for teachers, paraprofessionals and early childhood caregivers to meet the needs of preschool age English Learners and their families. The quality of early childhood programs is related to the professional development of teachers. A system of ongoing, high-quality, research-based professional development for teachers is required to improve classroom practices. To implement the above

Southern California Comprehensive Assistance Center COE EL Service Providers & COE School Readiness Educators September 30, 2005

principles and ensure high expectations, teachers, paraprofessionals, parents and caregivers will need professional development in the following areas: first and second language and literacy development, the role of culture in a childs development, and working with families to effectively bridge home and school contexts. (Bellm &Whitebook, 2003; Bowman, Donovan & Burns, 2000; Bredekamp, 2002; Whitebook, Bellm & Sakai, 2004). Culturally, developmentally and linguistically appropriate assessment is essential for effective, quality early childhood education. To support the childrens learning and to inform teaching practices, young English Learners and language minority children should be assessed in their home language and English. Appropriate assessment is authentic, ongoing and includes multiple methods. To ensure a complete understanding of each childs learning and development, assessments should include language, cognitive, social-emotional, and physical domains. (Genesee, Lindholm-Leary, Saunders & Christian, 2004; McLaughlin, Blanchard & Osani, 1995; NAEYC & NAECS/SDE, 2005; Raver & Zigler, 2004; Shephard, Kagan & Wurtz, 1998)

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REFERENCES Adger, C.T., Snow, C.E., and Christian, D. (Eds.) (2002). What Teachers Need to Know About Language. United States: Delta Systems Co., Inc., Center for Applied Linguistics, and ERIC Clearinghouse on Languages and Linguistics. August, D. and Hakuta, K. (1999). Improving Schooling for Language-Minority Children: A Research Agenda. National Research Council Committee on Developing a Research Agenda on the Education of Limited-EnglishProficient and Bilingual Students. Washington, D.C.: National Academy Press. Bellm, D. and Whitebook, M. (2003). Universal Preschool in California: an Overview of Workforce Issues. Center for Childcare Employment, Berkeley, CA. Bowman, B.T., Donovan, M.S., and Burns, M.S. (Eds.). (2000). Eager to Learn: Educating Our Preschoolers. Washington DC: National Academy Press. Bowman, B.T. and Stott, F. (1994). Understanding Development in a Cultural Context: the Challenge for Teachers in Diversity and Developmentally Appropriate Practice: Challenges for Early Childhood Education, B. Mallary and R. New (Eds.), NY: Teachers College Press. Bredekamp, S. and Copple, C. (Eds.), (1997).Developmentally Appropriate Practice in Early Childhood Programs. Washington DC: National Association for the Education of Young Children. Bredekamp, S. (2002). Language and Early Childhood Programs. In C.T. Adger, C.E. Snow and D. Christian (Eds.) What Teachers Need to Know About Language, ( pp. 55-70). United States: Delta Systems Co., Inc., Center for Applied Linguistics, and ERIC Clearinghouse on Languages and Linguistics. Caldern, M. (2001). Curricula and Methodologies Used To Teach SpanishSpeaking Limited English Proficient Students To Read English. In R. Slavin & M. Caldern (Eds.), Effective Programs for Latino Students, (pp. 251-305). Mahwah, NJ: Lawrence Erlbaum Associates. Carlson, V.J. and Harwood, R.I, (2000). Understanding Negotiating Cultural Differences Concerning Early Developmental Competence: The Six Raisin Solution. Bulletin of ZERO TO THREE, 20 (3). Chang, H. and Sakai, L. (1993). Affirming Childrens Roots: Cultural and Linguistic Diversity in Early Care and Education. Oakland, CA: California Tomorrow.
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Center for Research on Education, Diversity & Excellence. (2001). Scaffold for School-Home Collaboration: Enhanced Reading and Language Development. (Research Brief No.9). Santa Cruz, CA: Chang, J. Cochran, M. & Dean, C. (1991). Home-School Relations and the Empowerment Process. The Elementary School Journal, 91(3), 261-269. Cummins, J. (1996). Negotiating Identities: Education for Empowerment in a Diverse Society. Ontario, CA: California Association for Bilingual Education. Day, M. and Parlakian, R. (2003). How Culture Shapes Socio-Emotional Development: Implications for Practice in Infant-Family Programs. Washington DC: ZERO TO THREE. Davies, D. (1991). Schools Reaching Out: Family, School, and Community Partnerships for Student Success. Phi Delta Kappan, 72(5), 376-382. Division for Early Childhood of the Council for Exceptional Children. (2002). Position Statement on Responsiveness to Family Cultures, Values and Language. Missoula, MI. Durgunoglu, A.Y., Nagy, W.E., and Hancin-Bhatt, B.J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453-465. Escamilla, K. (2000). Bilingual Means Two: Assessment Issues, Early Literacy and Spanish-Speaking Children. Paper presented at a Research Symposium on High Standards in Reading for Students from Diverse Language Groups: Research, Practice and Policy, Washington D.C. Genesee, F., Paradis, J., & Crago, M. (2004). Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning. Baltimore, MD. Paul H. Brookes Publishing Company. Genesee, F. (1994). Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community. Cambridge, MA: Cambridge University Press. Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2004). Educating English Language Learners. Paper presented at the annual meeting of American Educational Research Association. Gonzalez-Mena, J. (1993).Multicultural Issues in Child Care. Mountain View, CA: Mayfair Publishing Company.

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Grant, R. (1995). Meeting the Needs of Young Second Language Learners. In E. Garcia, B. McLaughlin, B. Spodek, and O.N. Saracho (Eds.), Meeting the Challenge of Linguistic and Cultural Diversity in Early Childhood Education (pp. 1-17). NY: Teachers College Press. Greene, J. P. (1998). A Meta-analysis of effectiveness of bilingual education. Austin, TX: The Toms Rivera Policy Institute. Hakuta, K. and Garcia, E.E. (1989). Bilingualism and Education. American Psychologist, 44(2), 374-379. Hepburn, K.S. (2004). Building Culturally and Linguistically Competent Services to Support Young Children, Their Families and School Readiness. Baltimore, MD: Annie E. Casey Foundation. International Reading Association (2001). Position Statement: Second Language Literacy Instruction. Newark, DE. Kauffman Foundation. (Summer 2002). Set for Success: Building a Strong Foundation for School Readiness Based on the Social Emotional Development of Young Children, 1(1). Luria, A.R. (1976). Cognitive Development: Its Cultural and Social Foundations. Cambridge, MA: Harvard University Press. Mangione, P. (Ed.) (1995). Infant/Toddler Caregiving: a Guide to Culturally Sensitive Care. Sacramento, CA: Far West Laboratory and California Department of Education. McLaughlin, B. (1995). Fostering Second Language Development in Young Children: Principles and Practices. (Education Practice Rep. No.13). Washington DC: U.S. Department of Education OERI. McLaughlin, B., Blanchard, A., & Osani, Y. (1995). Assessing Language Development in Bilingual Preschool Children. NCBE Program Information Guide Series, No. 22. Washington, DC: National Clearinghouse for Bilingual Education. National Association for the Education of Young Children. (November, 1995). Responding to Linguistic and Cultural Diversity: Recommendations for Early Childhood Education. (Position Statement). Washington DC. National Association for the Education of Young Children and National Association of Early Childhood Specialists in State Departments of Education. (Draft, 2005). Screening and Assessment of Young English Learners. (Position Statement)

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National Association for the Education of Young Children and the National Association for Early Childhood State Staff in Departments of Education, 2003 National Council of La Raza. (2005). Achieving a High-Quality Preschool Teacher Corps: A Focus on California. (Issue Brief No. 14). Washington DC: Caldern, M. Petitto, L.A. and Dunbar, K. (2004). New Findings from Educational Neuroscience on Bilingual Brains and the Educated Mind. Paper presented at the Conference on Building Usable Knowledge in Mind, Brain and Education. Harvard Graduate School of Education, Cambridge, MA. Phillips, C.B., (1995). Culture: a Process that Empowers. In P. Mangione (Ed.) Infant/Toddler Caregiving: a Guide to Culturally Sensitive Care. Sacramento, CA: Far West Laboratory and California Department of Education. Prince, C.D. and Lawrence, L.A. (1993). School Readiness and Language Minority Students; Implications of First National Education Goal. FOCUS: Occasional Papers in Bilingual Education, 7. Washington DC: National Clearinghouse on Bilingual Education. Raver, C.C. and Zigler, E.F., (2004). Another Step Back? Assessing Readiness in Head Start: a Public Policy Viewpoint. Beyond the Journal: Young Children on the Web. Washington, DC: National Association for the Education of Young Children. Shepard, L.A., Kagan, S.L., and Wurtz, E. (Eds.) (1998). Principles and Recommendations for Early Childhood Assessments. Washington DC: National Education Goals Panel. Shields, M.K. and Behrman, R.E. (2004). Children of Immigrant Families: Analysis and Recommendations. The Future of Children, 14. Los Altos, CA: David and Lucille Packard Foundation. Shonkoff, J.P. and Phillips, D.A. (Eds.). (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press. Slavin, R. and Cheung, A. (2004). Effective Reading Programs for English Language Learners: A Best-Evidence Synthesis. (CRESPAR Report No. 66). Johns Hopkins University, Center for Research on the Education of Students Placed At Risk. Baltimore, MD. Snow, C.E., Burns, M. and Griffin, P. (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.
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Snow, C.E. Burns, M. and Griffin, P. (1999). Language and Literacy Environments in Preschools. ERIC Clearinghouse on Elementary and Early Childhood Education: Champaign, IL. Need document number Society for Research in Child Development. (2002). Emotions Matter: Making the Case for the Role of Young Childrens Emotional Development for Early School Readiness. (Social Policy Report). Raver, C.C. Tabors, P.O. (1997). One Child, Two Languages: a Guide for Preschool Educators of Children Learning English as a Second Language. Paul H. Brookes Publishing: Baltimore, MD. Tabors, P.O. And Snow, C.E. (2001). Young Bilingual Children and Early Literacy Development. In , S.F. Neuman and D.K. Dickinson (Eds.) Handbook of Early Literacy Research. (pp.159). Guilford Press: New York NY, 2001 Takanishi, R. (2004). Leveling the Playing Field: Supporting Immigrant Children from Birth to Eight. The Future of Children,14 (2). pp. Los Altos, CA: David and Lucille Packard Foundation. Thomas, W. & Collier, V. (1998). School Effectiveness for Language Minority Students. (NCBE Resource Collection Series No. 9). Washington, DC: National Clearinghouse for Bilingual Education. Thomas, W. & Collier, V. (2002). A National Study of School Effectiveness for Language Minority Students Long-Term Academic Achievement. Santa Cruz, CA: Center for Research on Education, Diversity, & Excellence. Vygotsky, L. (1985). Thought and Language. Cambridge, MA: Massachusetts Institute of Technology Press. Whitebook, M., Bellm, D., and Sakai, L. (2004). Raising Teacher Education and Training Standards for Universal Preschool in California: Assessing the Size of the Task. Center for Child Care Employment: Berkeley CA.

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Six Research Based Guiding Principles Serving the Needs of English Learners in Preschool School Readiness Programs Working Group of SCCAC COE EL Service Providers and COE School Readiness Educators Spring 2005 County Office Imperial COE Imperial COE Imperial COE Imperial COE Inyo COE LACOE LACOE LACOE LACOE LACOE LACOE Mono COE Orange CDE Orange CDE Orange CDE Orange CDE Orange CDE Name Antonia Zupancich Lupita Hernndez Odette Gratiane Judith Ibarra-Villegas Kathy Neal Shelly SpiegelColeman Liz Guerra Carla B. Herrera Faith Polk Judy Snchez Roni Tunick Linda Irving Cordy Rodrguez Susan McCoy Sheila Arnold Cathy Wietstock Janna Wright Title Curriculum Director Reading & School Support Coordinator School Readiness Parent Coordinator Second Language Services Coordinator Program Coordinator, Curriculum and Instruction Sr. Project Director, Multilingual Academic Support Unit Sr. Project Director, Family Literacy Support Network Two-Way Immersion Consultant, SCCAC Consultant, Family Literacy Support Network Consultant-in-Charge, Family Literacy Support Network Special Education Lead, California Preschool Instructional Network Region 11 Assistant Superintendent, Curriculum and Instruction Coordinator, ELD/RSDSS, Instructional Services Program Specialist, Project GLAD Coordinator, Early Childhood Education; California Preschool Instructional Networks-Region 9 Lead Coordinator, Early Childhood Education, Services for Early Education and Development Program Specialist, Services for Education and Development SEED 9

Southern California Comprehensive Assistance Center COE EL Service Providers & COE School Readiness Educators September 30, 2005

Riverside COE Riverside COE Riverside COE San Diego COE San Diego COE San Diego COE San Diego COE San Bernardino CSS San Bernardino CSS San Bernardino CSS San Bernardino CSS San Bernardino CSS Group Facilitator

Jacqueline Avritt Olivia Burgos Sylvia Lomas Donna Heath Nenette AdelsonRodrguez Oscar Medina Norma Gmez Erin Bostick Mason Jan Gustafson Magdalena RuzGonzlez Martha Lilia Hall Sergio Reyes Laurie Olsen

Coordinator, Regional School Improvement Unit (RSIU) Coordinator, RSIU Coordinator, RSIU Senior Director, English Learner Services Unit Director, English Learner Services Unit Coordinator, English Learner Services Unit Parent and Family Involvement Coordinator, ELS Unit Dual Immersion Coordinator Director, PROMISE Initiative Coordinator, Language Arts, Literacy/Biliteracy, Foreign Language Coordinator, Multilingual, Multicultural Education, Categorical Programs BTTP Categorical Coordinator Executive Director, California Tomorrow

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