The California Preschool Curriculum Framework provides a wealth of information on best practices to support young multilingual learners. This information falls into the following categories: guiding principles, environment and materials, family support, and teacher interactions and strategies. Current research strongly suggests that the use of these practices is critical to the long-term success of multilingual learners.
Guiding Principals
Ten principles form the foundation for the recommended practices outlined in the California Preschool Curriculum Framework, Volume 1 (CDE, 2010, p. 180). The principles are very similar to the ten principles discussed in Preschool English Learners: Principles and Practices to Promote Language, Literacy and Learning. The guiding principles are listed below:
- Families matter.
Meaningful relationships between programs and families enhance children’s learning. Through these relationships, teachers gain insight into home language use and families’ aspirations for their children. - Recognize existing language and literacy strengths in the home language.
Multilingual Learners engage in a variety of language and literacy activities in the home. First language development lays the foundation for second language development. - Respect cultural values and behaviors reflected in the child’s language and communication.
Culture and language are interrelated. Cultural values and behaviors are embedded within the language and communication style of the home language. - Allow children to use their home language to allow greater access to the entire curriculum, promote concept development, and encourage high levels of interaction.
Continuing development of the home language is beneficial to children, as experimenting with the home and second languages leads to growth in acquiring the second language. - Support English-language development across all domains.
Multilingual Learners need support not only in language and literacy activities but also across the curriculum. - Use language as a meaningful tool to communicate.
Like all children, Multilingual Learners learn through meaningful interactions. Extended conversations that include repeated turn-taking and the use of shared experiences to communicate interests, ideas, and emotions are key to fostering English language development. - Make learning interesting and fun for English Learners.
The creative and interactive use of language promotes language development and learning. - Accept code-switching as normal.
Combining words from the home and new languages is a typical part of development for many bilingual children. - Give preschool English Learners time.
Make Multilingual Learners feel welcome. Include Multilingual Learners by smiling at them, using their names, and involving them in the group. Provide a safe environment by eliminating pressure on Multilingual Learners to respond to questions or directives in a language other than their own. - Allow for voluntary participation.
Let Multilingual Learners decide when they are ready to share the new language with others.
Environment and Materials
The early childhood classroom environment is sometimes referred to as the third teacher (Gandini, 1998). Effective environments for young Multilingual Learners are intentionally designed to make them feel welcome, safe, and secure. To best meet the needs of Multilingual Learners, teachers should do the following when creating the classroom environment and selecting materials:
- Include visual aids such as pictures, photographs, toys, and picture books that encourage hands-on learning and peer interaction.
- Incorporate cultural artifacts and educational materials that reflect the cultures and home languages of the children and families.
- Provide safe havens where children are not required to speak with anyone.
- Establish consistent, predictable routines and procedures.
- Provide spaces for children to interact in small groups and one-on-one.
- Create spaces where teachers and other adults can interact with Multilingual Learners on an individual and small-group basis.
- Make clear signs and explicit picture cues for interest areas and the daily schedule.
- Utilize computers to introduce and reinforce the content of activities.
References:
California Department of Education. (2010). California Preschool Curriculum Framework, Volume 1.
Gandini, L. (1998). Education and caring spaces. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children. Ablex.
Family Support
Like the diversity represented among children attending preschool programs, that diversity is also reflected in the children’s families. Families may differ in one or more of the following ways:
- immigration, migration, and acculturation experiences
- configuration of members
- language dominance
- values and goals
- schooling experiences
- expectations of teachers and schools
- child-rearing practices
Some families of young multilingual learners have been in the United States for several generations. Some may have children who have been part of the school system for several years, and they may be familiar with their roles as partners in their children’s education. However, other families may be unfamiliar with the school system and may have a differing understanding of the role of parents and teachers in the educational process.
In addition, some families may be well-informed about language development and the benefits of bilingualism. They may have defined goals for their children and may make educational decisions based on these goals. Other families may not have given specific thought to bilingualism before enrolling their children in preschool. Teachers and programs can help families understand the paths to bilingualism, enabling them to make more informed decisions.
Regardless of these differences, all families have a wealth of knowledge and experiences that can serve as valuable resources in their child’s education. Therefore, teachers, programs, and communities are continually exploring ways to partner with families.
The California Preschool Curriculum Framework, Volume 1 (pp.188–223), provides specific suggestions for engaging families in their child’s English language development.