Preschool English Learners - California Department of ...

1 Principles and Practices to Promote Language, literacy , and LearningPreschool English Learnersa resource GuideSecond EditionCaLifornia Department of education SaCramEnto, 2009 Preschool English Learners Principles and Practices to Promote Language, literacy , and Learning A Resource Guide Second Edition ii Publishing Information Preschool English Learners : Principles and Practices to Promote Language, literacy , and Learning A Resource Guide (Second Edition) was developed by WestEd s Center for Child and family Studies for the Child Development Division, California Department of education .

2 It was prepared for printing by the staff of CDE Press under the direction of Tom Mays. It was edited by Faye Ong, working in cooperation with Sy Dang Nguyen, Consultant, Child Development Division. The cover and interior were designed by Cheryl McDonald; typesetting was done by Jeannette Reyes. It was published by the Department , 1430 N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096. 2009 by the California Department of education All rights reserved ISBN 978-0-8011-1703-9 Ordering Information Copies of this publication are available for sale from the California Department of education .

3 For prices and ordering information, please visit the Department Web site at http://www. or call the CDE Press Sales Office at (800) 995 4099. An illustrated Educational Resources Catalog describing publications, videos, and other instructional media available from the Department can be obtained without charge by writing to the CDE Press Sales Office, California Department of education , 1430 N Street, Suite 3207, Sacramento, CA 95814-5901; FAX (916) 323-0823 or by calling the CDE Press Sales Office at the telephone number shown above.

4 Notice The guidance in Preschool English Learners : Principles and Practices to Promote Language, literacy , and Learning A Resource Guide (Second Edition) is not binding on local educational agencies or other enti ties. Except for the statutes, regulations, and court decisions that are referenced herein, the document is exemplary, and compliance with it is not mandatory. (See education Code Section ) Contents A Message from the State Superintendent of Public Instruction .. v Acknowledgments .. vi Chapter One: Introduction to the Resource Guide.

5 1 What You Will Find in This Guide .. 2 Core Beliefs .. 3 Principles and Practices: Children as Active Learners .. 4 Summary of the Guide by Chapter .. 5 Continued Professional 6 Chapter Two: Preschool English Learners , Their Families, and Their Communities .. 9 The Children .. 10 The Role of Families in Language and literacy Development .. 13 The Diversity of the Immigration Experience .. 14 Connecting School and the Home Language .. 14 Varieties of Language .. 17 Chapter Three: Connecting First and Second Languages.

6 19 Children and Their Language Development .. 20 The Components of Language .. 22 A Wide Range of Language Practices .. 25 Awareness of How Language Works .. 29 The Influence of Peers on Language Development .. 30 Chapter Four: Paths to Bilingualism .. 33 Theoretical Basis for Supporting 34 Simultaneous Bilingualism .. 36 Early Phase (Birth to Three Years) .. 37 Middle Phase (Three to Four Years) .. 38 Later Phase (Five to Six Years) .. 39 Successive Bilingualism .. 41 Receptive Bilingualism.

7 42 iii iv Chapter Five: Stages and Strategies in Second-Language Acquisition .. 45 Stages of Learning a Second Language .. 46 The Use of the Home Language to Communicate .. 47 The Observational and Listening Period .. 47 Telegraphic and Formulaic Speech .. 48 Fluid Language Use .. 50 Strategies in Second-Language Acquisition .. 52 Chapter Six: Code Switching and Language Loss .. 57 Code Switching .. 58 Language Loss .. 60 Chapter Seven: English Learners with Disabilities or Other Special Needs.

8 63 A Language Disorder Versus a Language Difference .. 64 Special education Programs and English Learners .. 65 Coordinating Language and Communication Goals .. 68 Chapter Eight: Recommended Early literacy Practices .. 71 Defining Early literacy .. 72 Connecting Home and School literacy Practices .. 73 Teaching Through Language .. 76 Reading Books Aloud to English Learners .. 77 Writing as a Part of Early 80 Making Stories Come Alive .. 81 literacy Strategies for English Learners with Special Needs.

9 83 Appendixes A. Principles for Promoting Language, literacy , and Learning for Preschool English Learners .. 93 B. Prekindergarten Learning and Development Guidelines .. 94 C. Desired Results for Children and Families .. 99 D. California Preschool Learning Foundations .. 102 E. Transition to Kindergarten or Elementary School .. 114 Glossary .. 124 Works Cited .. 129 A Message from the State Superintendent of Public Instruction Families, teachers, and policymakers have become increasingly aware of the need to address the linguistic diversity of California s Preschool stu dents, many of whom are experiencing formal schooling for the first time.

10 The teachers of Preschool children have long been sensitive to the cultural backgrounds of the students and their families. Now they seek guidance as to how best to educate children from homes in which a language other than English is spoken and to prepare these English Learners for their transition into kindergarten or elementary school. This resource guide, Preschool English Learners : Principles and Practices to Promote Language, literacy , and Learning (Second Edition), provides teachers with the knowledge and tools they seek to educate Preschool English Learners most effectively.