Karen Nemeth responded to a selection of questions and comments during an online event from August 6–10, 2012. Read the Q&A below!
Did you know that any child under the age of 6 years who speaks a language other than English at home can be considered a dual language learner (DLL)? Research shows that supporting each child’s home language while also supporting his learning of English can lead to greater success in school. Early childhood educators across the country are looking for new and effective ideas to welcome and teach young DLLs while also involving and engaging their families.
My book Basics of Supporting Dual Language Learners: An Introduction for Educators of Children from Birth through Age 8 provides a basic understanding of key points all early educators need to know. This online discussion gives you the opportunity to tailor the strategies from the book to directly meet the needs you have in your work. For example, you might ask questions or share your suggestions about
- Taking a look at what your program is doing specifically to prepare bilingual staff on how to use their language assets in your classrooms and how that might be improved
- Addressing concerns that supervisors or coaches might have about observing their staff that speak different languages
- Finding specific materials for the languages in your particular classroom or program
- Locating free or inexpensive options for obtaining materials that reflect the languages and cultures of your program
- Sharing ideas for meeting different language needs through developmentally appropriate websites, software, or mobile apps
- Adapting activities that could work with the curriculum you are using
- Helping you build better relationships with families who speak different languages
- Trying creative ways to get your diverse families involved and engaged in your program
This format is a wonderful way for you to get specific answers to questions that apply directly to your own work. By sharing your questions, you will give all readers a chance to think about the opportunities and challenges we face when we work with children who speak different languages. Together we will develop a shared understanding of what programs need to know and do to get ready for a school year that is filled with the celebration of diversity.
This is your chance to get the answers you need before the school year starts. I look forward to sharing with you!
— Karen Nemeth
Comments
Thank you Karen!
Thank you to Karen Nemeth for leading this wonderful Q&A on supporting dual language learners. A big thank you to all who participated as well.
To see the schedule of our monthly Q&As, see www.naeyc.org/onlineevents.
Parents in the classroom
Hi Anna- I'm at teacher at a cooperative preschool (Rockville Community Nursery School) so parents are present in our classes every day. We have many parents who speak English well, but use only their various native languages at home with their children. When they come to school to co-op (help in the classroom), we find parents are often unsure how much to use their native language with their own child. My sense is that having parents regularly there and so connected to the classroom and the teacher is for the most part very helpful for these children in their dual language acquisition. Can you suggest some resources or approaches to help the parents feel more comfortable and empowered when they are in the classroom, in attending to scaffolding their child's learning English without seeming exclusive (when others in the classroom, including teacher, don't speak that language)? Thank you!
Reply to Kay from Karen Nemeth
Kay - you are bringing back some wonderful memories for me. My mom was a teacher in a coop nursery school for years where my brother and I were students and later my own daughters attended! It is wonderful to have the parents participating so actively. In general, I think you are right that the presence and involvement of bilingual families is a very powerful contribution to the early education of their children and all of the children in your program. There are no rules to dictate exactly how they should use their languages during the program day. I provide strategies for supporting volunteers and staff in multilingual classrooms in Basics of Supporting Dual Language Learners, so you will find some ideas to help you come up with guidance that makes sense for your own program.
It would be great for the bilingual parents in your program to share stories, songs, recipes or games with all of the children - or in small groups - using their home language so their own children can benefit and other children can learn the languages of their friends. This will also expose the teachers to the different languages so they can become more comfortable when the participating parents speak in home languages. Many experts caution against having an adult provide simultaneous interpretation during activities that are conducted in English because that may be distracting or confusing to the children. It seems better for the children to experience some activities in English and some in their home language so that they get practice to focus entirely in one language or the other. The parents can help their child learn by explaining the meanings of concepts and vocabulary words in the home language and preparing their child to understand what they will learn later when the teachers read stories or conduct activities in English. That means teachers may need to prepare in advance and let the parents know which storybooks and activities are planned for the day. You might offer a workshop for parents to give them some practice using nonverbal communication skills so that even when they are talking to the children in their home language, they are using a lot of gestures, expression and visual cues so those around them can have an idea about what they are saying. In an environment of openness and respect, everyone can learn something from each other!
Spanish-speaking Teachers Working in English-language Settings
Hi Karen!
First, thanks for this opportunity. We here in RI have just started a DLL/ELL initiative spurred by a BUILD training this past spring. Your book has been a very helpful guide for us!
My two colleagues here in RI, Melinda Tavares and Bethany Carpenter, have completed a three-session introductory session for, respectively, Spanish-speaking providers in Spanish-language instructional settings (typically family homes) and English-speaking providers in English-language settings (typically centers). However, we realized when planning that a third cohort often goes unacknowledged: Spanish-speaking Latinas who work in English language settings.
Do you know of any resources or supports for individuals in these complicated situations? We'd be very grateful for any information you have.
Sincerely,
Chris Amirault
Reply to Chris from Karen Nemeth
Dear Chris. Next time, please ask an easier question ;) This is a complicated situation, to be sure. You are asking about resources to support Spanish-speaking teachers in English only settings. I want to push you a little on that question. I would like to hope that many classrooms with children who only speak English would have materials and activities that help those children learn world languages and/or the languages of their community. Then we wouldn't really call them English-only classrooms anymore. Another way to think about your question would bring in any bilingual teacher who happens to speak a non-English language that does not appear in the class where she teaches. I've worked with teachers who speak Arabic, but are placed in a class full of children who speak Spanish, when there is a program that serves Arabic families just a few blocks away. Right now, I do not know of any resources developed specifically to answer these questions.... yet!
For now, I suggest you take a look at the guidance you provide to English-speaking teachers about meeting the needs of children who don't speak their language. We don't demand that English-speaking teachers spend the day struggling to speak a language they barely know. Of course you would want the English speaking children to have high quality English language and literacy experiences, but if they have a wonderful, talkative teacher who is more expressive in Spanish than English, it is unlikely to hurt their progress in English. I think the best way to interpret the research available to us is that high quality language input and a warm, responsive teacher are the critical components, and there should be at least some support of the child's home language. Children can benefit from English language books, games and music in the classroom, from volunteer readers, and from strong support of English language and literacy development in the home. Then we will need to start thinking about how to create the kind of resources you ... and many other early educators... need.
What are a few ways teachers can use technology with DLLs?
Can you describe s few ways teachers can use technology to teach children whose first language is not English? How can teachers best use technology to work with parents who speak other languages? Thanks!
Reply to Oscar from Karen Nemeth
Dear Oscar,
Thank you for this interesting question. When early childhood programs serve families who speak different languages, it is important to use as many different ways as possible to support communication. Some families need to see the words written down because they may have trouble following verbal messages in the new language. Others may be more comfortable with hearing the message so they can ask questions for clarification. Some families may be comfortable using email, and other families may not have a computer at all, but they are likely to have mobile phones. So - technology can help you communicate in any and all of those circumstances. Here are some ideas: Invite bilingual parents who know your program to serve as ambassadors for new families and ask them to share important reminders and information with new families via voicemail or text message. Use online translation services such as GoogleTranslate or apps like iTranslate to help you with words in the languages of the families - but always have someone check to see that the translation is really accurate. Skype is a free service that lets you have video chats with family and friends from near and far - a great way to invite a grandparent from another country to talk with or read to the children in your class. Free websites that offer literacy activities and stories in different languages can be great ways to get families involved in supporting their child's developing literacy in their home language and can be accessed at home or the public library. Look for the International Children's Digital Library, or the Colorin Colorado website or check your local public library to see if they offer free access to Tumblebooks. This system does not allow me to publish the links directly - but these resources are easy to look up and they are very helpful!
migrant toddlers
I feel as though the program i work with does a fairly good job of prepairing the dll's to be just that...Although i have to say that the topic and how best to educate the children in our migrant program is just not discussed. In my toddler room the teacher i work with is bilingual, i am not (although i do know enough to communicate the basics), I also use ASL especially with the nonverbal toddler, it eliminates some of the frustration of a toddler needing to get their needs met. My question would be~ how does the center best support the teachers in promoting quality learning with children from the migrant population? I have found that with toddlers especially their receptive language skills are developed first followed closely by their ability to express it in their home language, and by the time they leave my room they are capable of conversing with the other teacher in spanish and switching to English to say the same thing to me. It is quite simply amazing to see the progression. I recently read an article concerning the "silent period" and would also like your thoughts on the subject.
Reply to Kim from Karen Nemeth
Hi, Kim! The best strategy you can do to help children of migrant families develop in two languages is... ENGAGE THEIR PARENTS! I am sure you do a lot with the families in your program - but there are always ways to do more. The more you do to encourage families to talk more with their children and read to them, tell stories, sing, dance and play with them - the more you can ensure that the work you do with the children in your program will be carried on when they move. Teach your parents that filling their child's world with words is like fuel for the fire of success - the more fuel, the more successful their child will be. Have fun family activities that stimulate conversation or show videos of great reading and talking with young children to help parents get ideas.
I think it is great that you use ASL because I'm sure it helps the children communicate with you and with each other so they can keep learning concepts even when they are not sure of the vocabulary to use! Your question about what a bilingual teacher needs to know is very timely. I wrote some ideas to answer that question in Basics of Supporting Dual Language Learners and I will be doing a presentation on that topic with Faith Polk at the November conference. We don't yet think we have all the answers - so we are hoping to hear from programs about what is working for them or what is challenging them about supporting bilingual teachers. I think it is important to provide plenty of material for teachers to use in their home language with the children. I also think it is important that bilingual teachers are supported in their efforts to continue to grow their home language. For example, I always recommend that Spanish speaking early childhood teachers should read NAEYC's TYC magazine in Spanish. I also think it is the responsibility of the program to create a policy within their guidelines and the curriculum they use. Develop a policy about how much and when teachers should use which language. Teachers need to use each language to have real, meaningful conversations with each child, to read stories and talk about those stories, and to emphasize the meanings of words. And love. It is also important that you love the children in both of their languages, because that's where it all starts.
Multiple languages in one class
Our program can have as many as 5 different languages in each class. Chinese, Japanese, Korean, Russian, Polish and several dialects from India can be represented in any given year. How do we make the children feel welcome at the beginning of the year ? Separation is particularly difficult for the children when they have no understanding when we offer words of comfort. Also, because our program focuses on socialization, we find there is difficulty for the children to communicate with each other when they have not learned any English. They are unable to ask for toys, so they grab them instead. We also have English speaking children who we need to keep our focus on as well. Suggestions??? Thank you!
Reply to Lynn from Karen Nemeth
Hi, Lynn
In my reply to Beth, below, I provided some suggestions for making new families feel welcome when they start with your program. Your challenges with many different languages are not as unusual as you might think. Most of the programs I work with have more than two languages to work with. One way to ease separation anxiety would be to ask the parents to teach you what they say to comfort the child and ask them how to say "Mommy will be back soon" in their language. A clear picture schedule can be used to remind children that each step in the day brings them closer to the time they will be picked up. Allowing children to bring familiar items from home may be especially important for young children who don't speak the language of the classroom. Many programs have rules against this - but times are changing!
As for helping the children to get along across language barriers - I think it is important to set the stage right away. Help all of the children to practice effective communication skills such as showing what they want, repeating their words slowly, and being gentle. You might help this along by using your inner pantomime skills and acting out how you want the children to behave and getting them in on the performance - or sharing a story about good and bad sharing behavior so they can see what you want them to do. Take pictures that show what you want children to do - such as a photo of one child holding out their hand to another child and waiting for that child to hand over the desired toy. When children forget how to use nonverbal language to get what they want, you can point to the picture to remind them even if they don't yet understand the words in English. I also think that all of the adults and children can benefit if they use the shared vocabulary of sign language to enhance their attempts at oral communication.
I know I'm just touching on a few aspects of the questions you asked here. You can find many more answers to your question in my book, Basics of Supporting Dual Language Learners.
Multiple Languages in one class
Thank you for your suggestions! We do have one poster we made with a visual representation of our day, but think we need to add more to our room. Using sign language is also a great suggestion, along with pantomime!
Where I may differ with you would be my learning multiple languages prior to the beginning of the year. First , from a practicality standpoint, we only have a week from the time the parent info sheets are given to us until the start of school . ( this is a preschool, not a daycare).
If the ultimate goal of the family is to become American citizens, and to assimilate into our culture, why is there such a resistance to make English the primary language for their child to learn? Starting with "Mommy/Daddy will be back soon" is a start.
Sometimes we can learn a great deal from looking back into history. We are a nation of immigrants. I'm old enough to know my Grandparents story, and how proud they were to arrive here in the United States in the 1920's. They first learned English themselves, and taught my Mother English as the Chicago Public Schools did not have bilingual programs. It was sink or swim! Within her school, and all the others in Chicago, were children whose parents primary languages were not English. Somehow, without a dime spent on bilingual education, these children grew into what is now referred to as "The Greatest Generation". Among my parents group of childhood friends, a lawyer, several engineers and a cardiac surgeon came out of homes that originally spoke no English!
Our school systems are constantly needing more funding for academic programs. ( Anyone else just pay their property tax bill recently? Look at how much goes to your local school system!) "At Risk" early childhood programs have great value when they are used properly. Children with motor, and real language delays need these programs. However, I know of instances where there is abuse of these programs. If a child does not speak English as a primary language, in our school district they can qualify for free preschool 5 days a week, and be bused for free. This is a total abuse of taxpayer money, and taking spaces away from children who need the help. Choosing not to teach your child English does not make your child "at risk". It is a poor parenting choice.
As much as I value our profession, and the importance of what we do, we must never lose sight of who the most important teacher in a child's life is: The Parent.
Parents need to do their job by teaching their child English, and by instilling pride to be an American!
From Karen Nemeth
Dear Lynn,
As our leading professional association for early childhood education, NAEYC has more than 80,000 members, so there certainly is room for many different opinions among our members. Here on the NAEYC website, my job as an author and expert in the field is to present the research that informs current best practices in early childhood education for children who are learning in two languages. I refer to recent studies in Basics of Supporting Dual Language Learners. Some other key resources that readers can use to learn more about the language and cognitive development of young children who are DLLs can be found here:
August, Diane, and Timothy Shanahan, eds. 2006. National Literacy in Second–Language Learners: Report of the National Literacy Panel on Language–Minority Children and Youth. Mahwah, N.J.: Lawrence Erlbaum Associates.
Barnett, W. S., Yaroz, D.J., Thomas, J., Jung, K., & Blanco, D. (2007). Two-way
immersion in preschool education: An experimental comparison. Early
Childhood Research Quarterly, 22(3), 277-293.
Castro, D., Espinosa, L.M., & Paez, M.M. (2011) Defining and Measuring Quality in Early Childhood Practices
that Promote Dual Language Learners’ Development and Learning in Zaslow, M., Martinez-Beck, I.,
Tout, K., & Halle, T.(Eds.) Quality Measurement in Early Childhood Settings. Paul H. Brookes.
Research has increasingly strengthened the conclusion that children under the age of 6 need support of their home language to best support their success in school and in making the transition to English. We also know that preschool children who learn in their home language and in English do as well as or better than children who are thrown too quickly into English-only programs in preschool. These findings form the basis for the official positions of key national associations that address language learning in young children: The National Association for the Education of Young Children, The Council for Exceptional Children Division for Early Childhood, Teachers of English to Speakers of Other Languages, and the Office of Head Start. All of these organizations have provided statements and research citations supporting the need to include the home language of each child in their early childhood learning experience.
A great place to start is the NAEYC position summary: Where We Stand on Responding to Cultural and Linguistic Diversity. Readers might also be interested in the research of Dr. Ellen Bialystok showing that there are significant cognitive advantages to growing up bilingual and recommending that parents continue to support their child's learning in the home language while they also learn English.
In recent years there has been a great expansion of research helping us to understand more about brain development, the need for early science and math learning, development of first and second language, and strategies for building early literacy skills. It is up to each of us to find our own way to honor traditions of the past while using the newest, most valid research findings to guide our practice in early childhood education.
welcoming families
What are some ways to welcome children and families who speak a language other than English as we start the new school year?
To Beth from Karen Nemeth
Hello, Beth. I'm glad you are asking about how to welcome children and families who speak a language other than English. I think the first contact a family has with you sets the stage for your relationship and their school experience. Always find out the exact languages spoken in the home so you can learn a few words to greet the child and have some home language materials in the classroom. Don't make assumptions or generalizations. Take the family and the child on a tour of your building and show them a picture schedule so they will know what their child will be doing all day. This will help the family feel more at ease, and they will be able to prepare their child better for what to expect. Invite an interpreter to help you communicate key health and safety procedures with the child and family as soon as possible. Then - the next best strategy is to invite some of the family members to help you include their language and cultural traditions in your program. A relationship that treats the family as a respected part of the early childhood education team is always more likely to succeed.
Apps
What mobile apps do you suggest we use to share or get DLL ideas? Thanks!
Reply to Anna from Karen Nemeth
Hi, Anna
I recommend that teachers should look for mobile apps that offer high quality language experiences such as bilingual stories or music in the languages you need. There are many apps that claim to 'teach' language, but they do not offer developmentally appropriate learning activities. I suggest that you stay away from any app that offers flash cards or rote memorization of isolated words. When young children are learning language, they need to be able to use the new language in context of learning and communication. Does the app allow the child to use the new words in conversation? as part of a game or story? to solve a puzzle or problem? I look for apps that answer yes to those questions. If it looks like flashcards or a worksheet... then it is just as inappropriate for early learning as paper flashcards and worksheets. You can search the app store for the device you want to use for words like bilingual preschool or bilingual story or search using the language you need as a keyword. Another kind of app that can be very good for DLLs would be apps that don't rely on words to help children learn concepts. Apps like Toca Tea Party, Lego Duplo, or Memory Train give children engaging ways to learn new concepts and interact while playing - but they use nonverbal cues so it doesn't matter what language each child speaks - they can all play and learn together. Then, to build the language experiences that the particular child may need, you can get involved in the play with the app and add language as needed.