Dual Language Learning Institute Webcast Part 4: Approaches to Learning-2008

Carol Bellamy: I also ask if they need a translator or interpreter; if they need class notices translated for them, and if the parents need English classes. One source we have used for translators and interpreters is our local university, where foreign language students need volunteer hours. Children in my classrooms have spoken English, Spanish, Arabic, Vietnamese, Amharic, and Somali.

It is always important that I support the parents' goals for family literacy. To do this, I make sure parents know that Head Start works with local literacy councils, which provide many resources to adult English language learners. My former family literacy committee helped us plan literacy events for family, staff, and community members. For example, they plan "Breakfast and Books," an event geared to increase the number of stories read to our children.

Another example of a strategy I have used is my classroom daily schedule chart. The chart consisted of pictures accompanied by words, and we would go over the schedule at group time. I also had the same picture symbols on cards that I wore on a string around my neck. This way, I could approach an  individual child or small group and explain and demonstrate  what was expected next. I might have said,  "Time for the school bus to go home" while I showed the picture. If it was clean up time,  I would say the words and also show the picture of a child putting away toys.

I have discovered that this basic technique prompts new language learning. For example, four-year-old Carlos could read some words, and enjoyed asking questions about what he read. One day, he read each word on our chart, including "school bus". He told me, "You forgot to add the children who are picked up in the car! You need a picture for that!"

I also made a point of learning key  phrases in different languages. When a Spanish speaking child asked me, "Escuela es mañana?", I was thrilled to respond in my rudimentary Spanish, "No escuela mañana. Mañana es sábado. No escuela el sábado y el domingo. Escuela el lunes!" The child got so excited she  blurted out, "Miss Carol! Español!"

One year, a Farsi speaking girl was so eager to get from one activity to another that she would run from the classroom to the bathroom to the playground. Asking her to slow down in English did not seem to help, and I was worried she would fall. I asked her mother, "How do you say 'walk' in Farsi?" The next day, the word "robalo" effectively communicated my message to her daughter.

Another school year, I had many children who spoke Arabic. I had a parent volunteer in the classroom who was born in Egypt and spoke Arabic. One morning, I sang "Friends, Friends, One Two Three" in English, and asked my parent if she could sing this in Arabic. She was so delighted to do this, and the way all the children responded was amazing. It was interesting to see  how they reacted to hearing the song in Arabic. We sang this daily for a while, because the children truly loved it. That year, I had an "Eat" celebration in my classroom for families. I had a huge turn-out for families to come to a special event. One parent said to me, "Thank you so much for doing this. I feel so welcome here."

I think what is so important in all these examples is that we need to remember that children are learning language --in many cases, both their home language and English. We must use their home language intentionally as a resource when we can to support their overall learning and their learning of English.

Sharon Yandian: Thanks, Carol. Those are great examples that illustrate both language and literacy development and show how they are interconnected to the other school readiness concepts we have already discussed. Okay, last but not least, the final school readiness concept we are going to cover today is cognition and general knowledge. We know that language development involves much more than simply learning to speak. As children begin to acquire their home language, perhaps prior to entering your program, some of their conceptual knowledge is also being built.

During the birth to five period, young children develop a wide range of important conceptual skills. Some of these include categorization--for example, children are able to identify apples, bananas and oranges as examples of fruits, or are able to recognize the differences between children and adults. Classification: Children are able to distinguish between big and small items or are able to group items by two or more attributes, such as, "This bowl is red and plastic. That bowl is green and made of glass."

Number operations: Children are able to count the items in a group, or able to add small quantities together to obtain the correct sum. Spatial relationships: children are able to indicate objects that are above, below, or beside another object, or are able to indicate that an object is to the left of another object. Based on these concepts, we know that children must use what they already know to build their conceptual knowledge and cognitive development on the way to English acquisition. In this case, it is important to understand that knowledge transfers. Once the child understands a concept, the same concepts can readily be transferred to a second language after the child has developed the vocabulary and grammatical abilities in that language.

So, let's look back at categorization, an important skill. For instance, if a child understands that there are many types of fruit, then they will just need to learn the names for different fruits in English, not the concept of "fruit" itself. The same would be true for colors. Again, this is also why it is so important for us to try to learn from the parents or previous teachers what the child already knows in the home language and build on that in the classroom. Carol, how would you work with developing concept knowledge in your program?

Carol: Well, a number of examples come to mind. We know children need to be stimulated and challenged, so I used to place meaningful open-ended tools all around the classroom. These tools would include such items as a piece of colorful cloth or clothing from different cultures, familiar empty food boxes and different-shaped blocks. It's important to have open-ended materials for children to explore and use in ways they imagine. When children are surrounded by items and sounds they are familiar with, this will enrich their experiences and they will begin conversing and exploring language and literacy intentionally.

One child brought a piece of colorful cloth to me and asked to put her baby on her back for her. I tied the cloth around her waist so she could carry her baby on her back like her grandmother. Another child might use this cloth to cover her head, and yet another as a baby blanket. These are tools you use to engage children in developing language skills such as classifying things like colors and counting numbers.

And when the idea comes from the child themselves, the basis for extended conversation is there.

In the past, I have placed colors in various patterns on the floor, and asked children to write down what the pattern is. That way, they are associating the color with a particular configuration and not just concentrating on the word. I also always try to associate colors with real objects. For example, red, yellow and green are all associated with a traffic light. I also have asked parents and other staff in our program that speak the numerous languages of the children to come into my classroom to work with some of the children on math manipulative games and sequencing. I met with them to explain what we were doing around numbers and operations, and told them that what was most important was that the children got the concepts of sequencing to ten and beyond as well as the one-to-one correspondence.

I gave them examples as to what they could do. I felt very confident that the English words would come, but I wanted to use the children's language as a resource to help them more easily master the math concepts. I knew that the other work we were doing would be reinforced by the activities in their own language; so as you can see, there are many methods you could use to enhance cognitive development in dual language learners that spans across all school readiness concept areas. Just use your imagination and remember, when you include a child's cultural and home language tools in the classroom, it helps enhance their overall development and learning.

Sharon: Thanks, Carol. Well, that's all the time we have for today. I certainly want to thank Carol Bellamy for those great practical applications. I'm sure our viewers can't wait to try some of those activities themselves. If you have any questions after viewing this webcast, you may send them to the email address you see on your screen now: ohswebcast@esi-dc.com, and a member of the Office of Head Start staff will answer them. In addition, this webcast can be accessed on demand at the Early Childhood Learning and Knowledge Center, or the ECLKC, until the National Dual Language Learners Institute on October 28th, 2008.

For those of you attending the Institute, we look forward to your participation. We also encourage you to keep visiting the ECLKC for additional information concerning dual language learners and their families.  [Music] Thank you again for taking the time to be with us today for this webcast. Most of all, thank you for the time you take every single day to make a difference in the lives of the children and families we serve in Head Start.