Research Overview Papers - cde.ca.gov

1 California's Best Practices for YOUNG DUAL LANGUAGE LEARNERS. Research Overview Papers GOVERNOR'S STATE ADVISORY COUNCIL ON EARLY learning AND CARE SACRAMENTO, 2013. California's Best Practices for Young Dual Language Learners Research Overview Papers Governor's State Advisory Council on Early learning and Care Sacramento, 2013. Publishing Information California's Best Practices for Young Dual Language Learners: Research Overview Papers was prepared under the direction of the Child Development Division, California Department of Education (CDE), for the State Advisory Council on Early learning and Care. This publication was edited by Faye Ong and John McLean, working in cooperation with Cecelia Fisher-Dahms, Education Administrator I, Quality Improvement Office, Child Development Division.

2 It was designed and prepared by the staff of CDE Press for online posting, with the cover created by Tuyet Truong. The document was published by the Department of Education, 1430 N Street, Sacramento, CA 95814. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096. 2013 by the State Advisory Council on Early learning and Care All rights reserved ISBN 978-0-8011-1742-8. CDE Publications and Educational Resources For information about publications and educational resources available from the California Department of Education, visit or call the CDE Press sales office at 1-800-995-4099. Notice The guidance in California's Best Practices for Young Dual Language Learners: Research Overview Papers is not binding on local educational agencies or other entities.

3 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 ). ii Contents A Message from the State Advisory Council Co-Chairs .. Paper 1. Neuroscience Research : How Experience with One or More Languages Affects the Developing Brain .. Barbara Conboy Paper 2. Cognitive Consequences of Dual Language learning : Cognitive Function, Language and Literacy, Science and Mathematics, and Social Emotional Catherine Sandhofer and Yuuko Uchikoshi Paper 3. Program Elements and Teaching Practices to Support Young Dual Language Learners .. Claude Goldenberg, Karen Nemeth, Judy Hicks, Marlene Zepeda, and Luz Marina Cardona Paper 4. Family Engagement in Early Childhood Programs: Serving Families of Dual Language Linda Halgunseth, Gisela Jia, and Oscar Barbarin Paper 5.

4 Assessment of Young Dual Language Learners in Preschool .. Linda Espinosa and Vera Guti rrez-Clellen Paper 6. Early Intervention and Young Dual Language Learners with Special Needs .. Deborah Chen and Vera Guti rrez-Clellen iii A Message from the State Advisory Council Co-Chairs We are pleased to present California's Best Practices for Young Dual Language Learners: Research Overview Papers , a publication we believe will provide early childhood educators with valuable information on the most current Research on the development of young dual language learners. This series of Research overviews spans the disciplines of neuroscience, cognitive science, developmental psychology, assessment, educational Research , family engagement, and special needs. Insights from the reviews informed the creation of the forthcoming California Preschool Program Guidelines, a publication that addresses how to provide high-quality, developmentally and individually appropriate preschool services for young children.

5 In particular, information from the Research reviews guided the formulation of best practices for supporting the learning and development of California's young dual language learners. The first two Research overviews focus on different aspects of dual language development. Paper 1 ( Neuroscience Research : How Experience with One or More Languages Affects the Developing Brain ) reviews basic neuroscience and developmental cognitive neuroscience Research relevant to language development. The paper discusses the general process of learning language in the early years, whether learning one language or two or more languages. The paper also addresses differences in how the brain processes language when learning two or more languages, and concludes that these differences do not reflect delays or deficits, but rather are adaptations to the unique circumstances of learning two or more languages which, in turn, can lead to developmental advantages when two or more languages are supported through enriched learning opportunities.

6 Paper 2 ( Cognitive Consequences of Dual Language learning : Cognitive Function, Language and Literacy, Science and Mathematics, and Social Emotional Development ). summarizes the current Research on the cognitive consequences of dual language development. The paper highlights how dual language learning affects general cognitive functioning, including executive control and memory, as well as areas of learning that have a strong cognitive component, such as language and literacy, mathematics, science, and social emotional development. The next two Papers focus on the preschool program, addressing programmatic elements, teaching practices, and collaboration with families. Paper 3 ( Program Elements and Teaching Practices to Support Young Dual Language Learners ) summarizes Research on program iv elements and strategies that effectively support the learning and development of young dual language learners in preschool.

7 The authors describe the elements of high-quality preschool that benefit all children and identify additional practices that specifically enhance the learning and development of young dual language learners. In particular, the paper discusses the importance of providing continuing support for children's home language as they learn English, as home language proficiency is foundational for learning and development across all domains including English-language development. Paper 4 ( Family Engagement in Early Childhood Programs: Serving Families of Dual Language Learners ) reviews the many positive developmental child outcomes that are associated with family engagement. The authors underscore the importance of strengthening family engagement in preschool for children's future learning and families' continued participation in educational settings.

8 The paper pays particular attention to how to foster family engagement with families of young dual language learners. Topics include addressing the bilingual and bicultural needs of families, developing warm and mutually respectful relationships, engaging in regular two-way communication, and approaching families with a strength-based perspective. The final two Papers examine assessment, early intervention, and young dual language learners with special needs. Paper 5 ( Assessment of Young Dual Language Learners in Preschool ) focuses on the importance of accurate and valid assessment of young dual language learners' development and achievement. The paper discusses the need to take into account linguistic, cultural, and background considerations when assessing young dual language learners.

9 Two specific purposes of assessment are addressed: (1) observational assessment for instructional decision making and improvement, and (2) assessment for screening and referral of children who may have special needs. The paper also makes clear that assessments must be valid, reliable, and linguistically and culturally appropriate. It closes with guidance for practitioners on assessing young dual language learners, including a flowchart and assessment matrix with specific questions and suggestions that can guide teachers' decisions. Paper 6 ( Early Intervention and Young Dual Language Learners with Special Needs ). addresses both the language development of young dual language learners with special needs and key considerations when choosing the language for intervention. The Overview states that children with a range of special needs can learn more than one language.

10 In fact, children with language disorders can apply their home language skills when learning a second language, which v in many cases results in a greater rate of learning of the second language. Of particular note, the authors found that the use of the home language in intervention does not slow the acquisition of the second language. As a set, these six Research overviews reflect the most current Research related to the learning and development of young dual language learners. They provide insight into how young dual language learners learn two languages, and also how they learn and develop in other domains. At the same time, the Research summaries provide guidance to early childhood educators on how to support the learning and development of young dual language learners in preschool programs.