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Archive for the ‘English language learners’ Category

Photo: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

“Every week in the United States, child care providers care for nearly 11 million children younger than age 5 whose mothers are working,” according to a new report.

Given those numbers, the United States has to “recognize the value of child care as an investment in early childhood education and as a support system for working families,” if we want to “remain competitive in the 21st-century global economy…”

This annual report — the “2015 State Fact Sheets,” — was just released by the nonprofit organization Child Care Aware of America (CCAoA).

Founded in 1987, CCAoA is “a national membership-based nonprofit organization working to advance affordability, accessibility, development and learning of children in child care.”

The report provides data on “America’s working families and the circumstances they face,” making it a “critical tool for child care advocates, policymakers and program administrators to guide decision-making about child care programs and costs.” (more…)

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Photo: Alessandra Hartkopf for Strategies for Children

Photo: Alessandra Hartkopf for Strategies for Children

Across the country, schools are welcoming growing numbers of young dual language learners: children who are in the process of learning English as well as their native language.

They will grow up to play a vital role in the social and economic fabric of the country, so it’s crucial to provide them with high-quality educational experiences, as the New America Foundation notes in a 10-week series on its EdCentral blog.

The series looks at “research, policies, and practices pertaining to the education of dual language learners (DLLs) in U.S. public schools.” It is designed to help educators and policymakers understand how best to serve these students.

“Dual language learners are the fastest-growing group of U.S. school children. However, these students rarely garner enough attention when it comes to considering how changing policies impact their education,” the inaugural blog post says. “When DLLs are mentioned in research, policy, and practice, it is often to compare them to monolingual peers. In such instances, DLLs’ language differences are often framed as deficits to be overcome rather than strengths to be leveraged.”  (more…)

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Photo: Caroline Silber for Startegies for Children

Photo: Caroline Silber for Startegies for Children

Across the country, the population of children is growing more diverse. There are more children from different countries who speak numerous languages. And as they enter preschool settings, they need culturally diverse early educators.

A recent report — “Immigrant and Refugee Workers in the Early Childhood Field: Taking a Closer Look” — looks at the early childhood education and care (ECEC) workforce and how it could better meet children’s needs.

Released by MPI, the Migration Policy Institute, the report says:

“Just as the number and share of children of immigrants have grown substantially in recent decades across the nation, the foreign-born share of ECEC workers has also risen. Today, immigrants account for nearly one-fifth of the overall ECEC workforce. However, these immigrant workers—and the linguistic and cultural diversity that they bring to the field—are highly over-represented in lower-skilled and lower-paying sectors of the profession such as family-based child-care.”  (more…)

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Mass Literacy, a nonprofit organization dedicated to supporting literacy education across Massachusetts, is featuring a series of blog posts by Jean Ciborowski Fahey on how word games boost early literacy.

“What do you get when you combine a monthly dose of poetry with daily word play? A well-prepared early reader,” Fahey blogged last week in a post called “Word games to boost early literacy skills: Rhyming fun.”

Capitalizing on the fact that April is National Poetry Month, Fahey adds:

“Word play is a really fun way to train your preschooler for learning-to-read. The training requires no special equipment. Instead, it takes fun, intention, and frequency so that the wiring so crucial for connecting sounds to letters begins to form in children’s brains. Connecting sounds to letters is the basis of learning to read and spell. And, April being poetry month is the perfect time to begin.” (more…)

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Photo Source: WIDA Store

Photo Source: WIDA Store

Tomorrow and Thursday, the Department of Early Education and Care — in partnership with WIDA Early Years — is hosting a two-day institute on the WIDA Early English Language Development (E-ELD) Standards Framework.

“Participants will gain a deeper understanding of the WIDA Early English Language Development (E-ELD) Standards Framework, and how to apply that understanding to their daily work with children,” according to a program announcement.

We recently blogged about E-ELD here.

Participants who attend the institute will be able to:

• “Identify the foundational principles and components of the WIDA E-ELD Standards Framework”  (more…)

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Photo: Alyssa Haywoode for Strategies for Children

Photo: Alyssa Haywoode for Strategies for Children

Here in Massachusetts, the Department of Early Education and Care (EEC) wants your opinion.

EEC is holding two public hearings on its adoption of the WIDA Early English Language Development Standards (E-ELD) for children who are 2.5 to 5.5 years old.

As EEC says on its website, the E-ELD Standards are designed to:

• “help guide lesson planning to ensure that the different linguistic needs of dual language learners [DLLs] are being met”

• support dual language learners as they reach their next level of English Language Development

• inform decisions about class composition, staffing, curriculum, and assessment in programs that serve dual language learners, and

• help programs that serve dual language learners to make better use of EEC’s Quality Rating and Improvement System (QRIS)

The E-ELD Standards are aligned with K-12 English Language Development Standards, and as WIDA explains:

“Specific consideration has been given to the nature of early language and cognitive development, family and community-based socio-cultural contexts for language learning, and the psycholinguistic nature of second language acquisition in preschoolers who are still developing the foundational structures and rules of language.”  (more…)

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Photo: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

National data show that different groups of children enroll in preschool at different rates. For example, children who are Hispanic, immigrants or dual language learners (DLLs) are less likely to participate in center-based early education and care programs than white non-Hispanic children, according to NIEER (the National Institute for Early Education Research).

Because this difference can trigger achievement gaps, NIEER is also proposing ways to enroll more children in center-based care.

How important are formal preschool programs for children? A recent study from the University of California Center Sacramento found “a predominance of positive effects for children in immigrant families attending formal prekindergarten care on both academic and socioemotional school readiness measures.”

And as we’ve blogged before, early education programs can meet the needs of young dual language learners.

Immigrant and DLL Demographics

NIEER and CEELO (the Center on Enhancing Early Learning Outcomes) held a webinar on the needs of immigrant and DLL children late last year, and NIEER covered the issue last month in a Preschool Matters blog written by Milagros Nores, NIEER’s Associate Director of Research. (more…)

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