{"id":1357,"date":"2023-05-23T00:54:37","date_gmt":"2023-05-23T00:54:37","guid":{"rendered":"https:\/\/sayyestochildcare.org\/?p=1357"},"modified":"2024-06-02T20:07:33","modified_gmt":"2024-06-02T20:07:33","slug":"the-gift-of-ddls","status":"publish","type":"post","link":"https:\/\/sayyestochildcare.org\/en\/the-gift-of-ddls\/","title":{"rendered":"The Gift of DDLs"},"content":{"rendered":"\n
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There has been an influx of immigrants entering our country seeking a better life for themselves and their children.\u00a0 As our early childhood programs reopen their doors and return from the pandemic, how can early educators ensure they\u2019re creating a space that welcomes and supports the learning and development of young dual language learners (DLLs)?\u00a0\u00a0 This week we are going to talk about how you can prepare your classroom and curriculum to support young DLLs and help them succeed in our programs and later in life.<\/p>\n\n\n\n

Dual language learners define any child who is acquiring two or more languages at the same time, or a child who is learning a second language while continuing to develop their first language.\u00a0 The term, \u201cdual language learner\u201d may encompass or overlap substantially with other terms frequently used, such as bilingual, English Language Learner (ELL), or Limited English Proficient (LEP).<\/p>\n\n\n\n

In a quality early childhood program, teachers are preparing the children for school readiness, so they will be successful when they leave our programs and enter grade schools and beyond.\u00a0 We are laying the foundation for social emotional, language, literacy, and cognitive development.<\/p>\n\n\n\n

In a perfect world, we would place DLLs in a classroom with teaching staff who speak their language and know their culture.\u00a0 Unfortunately, this is not always the reality due to the increasing number of families entering our country, as well as the teacher shortage across the nation. The good news is that monolingual teachers can still promote language development in their linguistically diverse children by learning key words in the child\u2019s home language and making an effort to educate themselves on the child\u2019s language and culture.<\/p>\n\n\n\n

This is a frequently used image to show the difference between equality and equity.<\/p>\n\n\n\n

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The first image shows equality.  Everyone is receiving the same support.  However, not everyone benefits from the same support.  The second image depicts equity.   It shows that when each person is given different support, it makes it possible for all to have equal access.  The third image shows what would happen if no barriers are put up in the first place.  We want educators to get to know the individual child and plan intentional opportunities for their learning and development.  The goal in a quality early childhood program is to remove all barriers.<\/p>\n\n\n\n

 The following strategies will help educators teach the critical skills to all children in a culturally and linguistically diverse classroom:<\/p>\n<\/div>\n<\/div>\n\n\n\n

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1.<\/strong> Children learn by connecting new knowledge to existing knowledge.<\/p>\n\n\n\n

2.<\/strong> Each child\u2019s existing knowledge is rooted in their home and cultural experiences.<\/p>\n\n\n\n

3.<\/strong> Culturally responsive materials and activities support connections better than unfamiliar materials.\u00a0 For example, if you are teaching children math concepts, reading the book \u201cRound is a Tortilla\u201d is a beautiful story about shapes in the home and neighborhood that DLLs can relate to and is a starting point for more learning.<\/p>\n<\/div>\n\n\n\n

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4.<\/strong> Materials and activities that remind them of home and culture helps children feel safe and welcomed.\u00a0 For example, include various cultural clothing in the dress-up area.<\/p>\n\n\n\n

5.<\/strong> Engage in many one-on-one conversations with multiple back-and-forth exchanges using visual supports.\u00a0 A picture is worth a thousand words.<\/p>\n\n\n\n

6.<\/strong> Support children\u2019s language learning by using repetition and modeling of new words.<\/p>\n\n\n\n

7.<\/strong> Supplement spoken words with gestures, visual aids, and props<\/p>\n\n\n\n

8.<\/strong> During choice time and sociodramatic play, encourage the kind of sustained back-and-forth conversations that build language skills.\u00a0 Set up the environment with familiar materials for all children.<\/p>\n\n\n\n

9.<\/strong> Pair DLL children with peers who speak English as a first language to reinforce development of skills in English during activities.<\/p>\n\n\n\n

10.<\/strong> Invite families to help choose and lead language and literacy activities, such as reading or telling\u00a0stories.<\/p>\n\n\n\n

11.<\/strong> Incorporating songs and rhymes in the children\u2019s home languages (families or caregivers can serve as great resources for providing examples of songs that promote sound and rhyme awareness).<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Because there are more linguistically diverse learners than ever before in early childhood settings, educators need to prioritize the teaching and engagement of children whose home language differs from that of the rest of the class.\u00a0 Social emotional development is key for children to be successful in learning.\u00a0 By using English and continuing to develop the home language, demonstrates respect for families\u2019 cultures and valuing children\u2019s identities.\u00a0<\/p>\n<\/div>\n<\/div>\n\n\n\n

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In closing, please watch the video, \u201cThe Gift.\u201d<\/p>\n\n\n\n

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