University of Kwazulu-Natal

Systems Framework To Support Dual Language Learning In Early Care And

Bonisiwe Shabane
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systems framework to support dual language learning in early care and

The PFCE Framework for Early Childhood Systems identifies important drivers for positive and goal-oriented relationships across the entire early childhood field. Cultural and linguistic responsiveness are important to integrate throughout the system. « Go to Parent, Family, and Community Engagement (PFCE) Framework National Centers: Parent, Family and Community Engagement Dual language (or multilingual) learners are young children who are learning two or more languages at the same time. They now account for approximately one-third of all children from birth to age 3 in the United States, so it’s likely that you’re encountering more young multilingual learners in your early childhood education (ECE)...

We know about the many benefits of multilingualism — including improved cognitive ability and social-emotional development — but you may be wondering what your role is as an infant-toddler educator. Here are five ways early childhood educators can support dual language learning in early childhood: Children are born with a strong drive to communicate, and when they feel safe with you they will use whatever communication strategies they can. If they are not getting their message across with a particular strategy, they will try a different method. As educators, you can watch out for these attempts, which may be verbal (sometimes incorporating what they know of their home language) or nonverbal (gestures, sign language). You can respond to these attempts in kind; taking time to learn common words or phrases in a student’s home language will encourage communication and send the message that understanding one another is important...

Incorporating words and phrases from a child’s home language into daily experiences also facilitates understanding of the connections between languages. In addition to using words from the home language one-on-one, you can incorporate these words into your group’s routine. Consider introducing words or numbers during caregiving routines, or having children greet each other in their home languages. Not only does this show the children that there are multiple languages in the world, but it fosters a sense of community and belonging for multilingual learners. During one of my first years as an educator in an inclusive preschool program, I had an opportunity to engage with many families from diverse backgrounds. Four of the 10 children in my class spoke Spanish at home, one spoke Yiddish, and the rest were monolingual English speakers.

I also had one teaching assistant who spoke Hindi. While everyone shared English as a common language, I worked to ensure that each child saw their home language as a strength and represented in our setting. According to US Census data, about a quarter of children in preschool settings are multilingual learners, meaning they’re learning two or more languages simultaneously at home and/or at school. As educators, it’s important to encourage these children: research shows improved academic outcomes for children who have the opportunity to learn more than one language during the early years. In addition, supporting the development of a child’s home language while promoting English proficiency is part of equitable teaching. As a preschool educator working to integrate the cultural backgrounds of all the children in my setting, I had to be intentional about the lessons and activities I planned throughout the day.

I understood how important it was for children to see their families, languages, and cultures reflected in our setting and learning materials. These, after all, are strengths that should be celebrated. So how can early childhood educators foster language development and support multilingual preschoolers in inclusive settings? Here are a few strategies based on the research and my experiences. Research has shown that multilingual learners thrive when they have the opportunity to share their home languages with others and transfer what they know from one language to another. Early childhood educators can create these language-rich environments in a number of ways.

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