Early Childhood - Connecticut State Department of Education

Language And Literacy Development Chapter 5
ENGLISH LANGUAGE LEARNERS
Young children who enter preschool from home
environments where English is not the predominant
language often present different behaviors and needs
than children whose families speak English. The more
teachers understand the process of literacy development
and the effects of learning more than one language, the
better they can meet the needs of children from culturally
and linguistically diverse backgrounds. English
language learners require substantial educational
supports to acquire English literacy. Preschool teachers
must support children’s attempts at communicating
and create a classroom environment that is safe and
respectful of all.
Teachers should also become familiar with the
language spoken at home and be intentional in teaching
appropriate literacy skills. Knowledge about cultural
and linguistic differences is essential to foster early
literacy development and avoid possible confusion. For
example, if teachers know that a child’s home language
is written vertically, then they are better prepared to
help the child compare and understand that English is
written from left to right.
Cultural groups approach language experience
and literacy differently. The use of stories and language,
the amount of reading in the home, as well as the degree
of emphasis on writing and sharing information depends
on individual family culture. Each child comes to school
with varied experiences that affect learning and growth.
But family and preschool literacy experiences in any
language, e.g., developing motivation to read and write
or acquiring background knowledge, transfer readily to
English literacy.
Teachers must work toward assisting all
children to become successful learners. This is especially
challenging when children and families are bilingual
or learning a second language. Oral competence in a
language is very important for learning to read in that
language. It is important that teachers are knowledgeable
about bilingualism, and learn as much as possible from
the family about their attitudes and expectations for
language and literacy.
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Developmental Sequence
For English Language Learners
1. Initially children continue to use their home
language at school, unaware that others do
not understand.
2. When they become aware that their native
language is not working, they often stop
communicating with language, but listen and
observe the new language in use.
3. They try out simple words and phrases in the
new language, becoming increasingly verbal as
they find success.
4. Finally, children use more words, while figuring
out how the new language works.
BEST PRACTICES
(Tabors, 1997)
Teachers are encouraged to use the following best
practices when working with young English language
learners.
• Be aware of cultural differences between expectations
from home and school regarding
children’s language development.
• Encourage children to use their home language
in school.
• Learn key words and phrases in children’s
native languages to provide an environment
that feels safe and receptive.
• Establish communication with families to
understand their cultures, expectations and
goals.
• Celebrate children’s attempts to communicate.
• Provide language experiences that are interesting
and linguistically simplified.
• Modify expectations: receptive vocabulary
will be stronger than oral expression at
first.
• Plan many experiences that introduce and
use new vocabulary.
• Encourage social interaction with Englishspeaking
peers to foster English language
development.