Promoting Language and Literacy in Transitional Kindergarten (EO & ELL)

Transcription

1 Promoting Language and Literacy in Transitional Kindergarten (EO & ELL) By Linda M. Espinosa, Ph.D. CA. TK PLC June 13, /15/2011 1

2 Language (any language) is the Foundation for Literacy.and Literacy is Key 6/15/2011 2

3 Consequences of Limited Literacy 40% of American adults have difficulty with basic literacy-related tasks Low literacy has consequences: Unemployment (50% decrease in weeks worked) 7x more likely to be poor 4-5x more likely to be on public assistance Decreased political participation: 40% lower voting Poor health outcomes 50% of those in prison have serious reading problems (National Center for Learning Disabilities) 6/15/2011 3

4 Strong Reading Skills Essential for Academic Success!!! 6/15/2011 4

5 Reading Proficiency by Race/Ethnicity and Family Income (NAEP) 6/15/2011 5

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7 Vocabulary Learning Varies by SES (Hart & Risley, 1995) 6/15/2011 7

8 Early Skills Predict Later Literacy Elementary school to high school gr. 1 vocabulary gr. 11 comprehension (Cunningham & Stanovich) gr. 4 vocabulary gr. 12 reading (Snow et. al.) Stability across the elementary grades 88% of kindergartners with reading difficulty are poor readers in 4th grade (Juel, 1988). Levels of phonemic awareness are stable during elementary school years and beyond. (Torgesen, Wagner) 6/15/2011 8

9 What Happens in TK Will Have Long-term Benefits for Children 6/15/2011 9

10 Home & School Study of Language & Literacy Development (Dickinson et al., 2011) What early skills and knowledge predict later reading proficiency? 1. Early literacy skills>>>>decoding Alphabetic knowledge; word/print recognition Phonological Awareness 6/15/

11 Reading Comprehension Oral Language Skills That Predict Later Reading Comprehension: Expanded Vocabulary Knowledge Grammatical Knowledge Narrative Skills Academic Language 6/15/

12 Early Skills and Later Abilities Oral language (vocabulary, e.g., deep definitions, discourse, productive language).reading comprehension Code-related (phonics, phonemic awareness, print knowledge) decoding 6/15/

13 English Language Learners Code-related skills in normal range when exposed to high quality ECE Program: LAUSD (Espinosa & Zepeda, 2009); Texas; MA Significant gaps in oral language/comprehension abilities EL students can decode words, but don t have oral language proficiency to understand text 6/15/

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15 K Print Knowledge, Grade 4 Reading Comprehension Classroom Experiences Trump Income Combined variables: small group time, free play, % rare vocabulary, free play with teacher & extended language learning opportunities >>>>>>> contributed more to K print knowledge & Grade 4 Reading Comprehension than Income (Dickinson, et al.,2011) 6/15/

16 Noteworthy Features Supported and challenged language skills Vocabulary teaching: eyes open = awake Modeled correct grammar ( its eyes was/ were open ) Used complex grammar ( Last week, when I was..) Extended conversation explored one topic Child engagement Child is intensely involved Child used language, is allowed time to talk feedback is specific to communicative needs Others are encouraged to listen Experience a high level conversation Learn to carry on a conversation with an adult Learn to listen to other children Intensive focus on the child; building a relationship 6/15/

17 Recent Research on PreK ELLs Attendance in high quality preschool improves outcomes for ELLs (e.g.,tulsa PreK Study; New Jersey studies) Typically measured at end of PreK or K Greater gains in English---but not enough to catch up Spanish language gains minimal Long-term impacts not studied 6/15/

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19 Some Conclusions About Language and Outcomes English immersion and dual language approaches promote growth in English Dual language programs improved Spanish language development for both ELLs and EOs--with no losses in English Spanish language loss is common in English immersion classes (FACES; NRS; ERF) Home language loss could have long-term consequences 6/15/

20 Summary of Current Knowledge Early Intervention has High Potency Good ECE Practices benefit all, but not sufficient for DLLs Strong L1 skills facilitate English learning Identify and Activate Knowledge in L1 Linguistic and background knowledge and interests Explicit bridging of two languages Evidence of Skill Transfer Between 2 languages (PA, syntax, decoding, narrative, etc.) 6/15/

21 Summary, cont. Focus on oral language (extended vocabulary, grammar, narratives, listening comprehension, academic language) Explicit/intentional teaching of some language and literacy skills (phonemic awareness, vocabulary) Grouping practices important (small, instructional groups,structured pairings) 6/15/

22 Summary, cont. Skilled Story Book Reading (specific strategies that build vocabulary and narrative) Opportunities to Practice Across Contexts Screening and Continuous Assessment Strong Parent-Family Partnerships (home visiting, parent-school collaborations, parent education, family support programs) 6/15/

23 The conclusions of multiple research syntheses is that young ELLs need a combination of interactive and direct instruction approaches with direct instruction on word-level and text decoding skills embedded within interactive learning environments that are meaningful and contextualized to the students backgrounds. (Espinosa, 2011) 6/15/

24 LAUSD Transitional Kindergarten: A Continuum of Support for ELLs 36 classrooms for young K started fall % ELLs (72-73% low-income) Personalized Oral Language(s) Learning (POLL) Family Languages and Interests Interview Environmental Supports: Enhanced Centers Instructional Supports: Intentional messages, songs, chants, vocabulary imprinting, visual cues/gestures, anchor books for vocabulary Formative and summative evaluation of program 6/15/

25 Personalized Oral Language(s) Learning (POLL) Operationalize our terms and offer concrete guidance for teachers, e.g., California Preschool Curriculum Framework for English Language Development (2010)>>> POLL strategies Guidance on how to bridge from home language to English, how to use existing vocabulary (por favor) to build English (please) Explicit activities that promote oral language goals in both languages; select high priority vocabulary words Strengthening home-school partnerships with language minority families 6/15/

26 Conclusion We have designed specific, concrete strategies based on current research that will help improve longterm achievement outcomes. Thank You!!! 6/15/