Supporting Dual Language Learners

Course Number: ECE 223
Transcript Title: Supporting Dual Lang Learners
Created: June 16, 2020
Updated: June 16, 2020
Total Credits: 3
Lecture Hours: 30
Lecture / Lab Hours: 0
Lab Hours: 0
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: No
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0

Prerequisite / Concurrent

RD 115, WR 115 or equivalent placement test scores

Course Description

Focuses on the language development of children who are dual language learners (DLLs), ages birth-to-five years, with attention on all children developing oral and written language abilities in their home language(s) and in English. Connects assessment and instruction in order to identify effective instructional techniques and strategies that promote early language and literacy learning for the DLL child. Emphasizes family and community connections in the fostering of language and literacy learning. Prerequisite/concurrent: RD 115, WR 115 or equivalent placement test scores. Audit available.

Intended Outcomes

Upon successful completion of this course, students will be able to:

  1. Discuss and incorporate principles of oral and written language development, including similarities and differences among diverse children, in research and development of teaching plans.
  2. Build family and community engagement and partnering plans that emphasize the essential components of effective early childhood programs working with young children and continued home language(s) development.
  3. Identify appropriate screening and alternative assessment practices for dual language learners and dual language learners with special needs.
  4. Create a plan to implement specific individualized assessment and teaching strategies that promote language and literacy skills in dual language learners.

Outcome Assessment Strategies

  • discussion participation
  • activity/handout completion
  • reflection papers
  • case studies with assessment report
  • assessments based on Know, See, Do, Reflect lesson plan
  • presentations
  • quizzes/exams
  • portfolio

Texts and Materials

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

This course should result in a minimum of one portfolio artifact for each of these NAEYC Standards: Standard #3 - Child observation, documentation, and assessment, and Standard #4 – Developmentally, Culturally, and Linguistically Appropriate Teaching Practices.

Course Content (Themes, Concepts, Issues and Skills)

Outcome #1- Discuss and incorporate principles of oral and written language development, including similarities and differences among diverse children, in research and development of teaching plans.
  • Background and policies that support working with young children who are dual language learners and their families.
    • Research
      • National Head Start ECKLC Website: Growing Up a Dual Language Learner;
      • Cognitive Benefits of Bilingualism;
      • What the Research Tells Us;
      • What is Important to Know DLL Facts;
      • Research on Teaching Children Specific Skills
    • Policy
      • NAEYC (2009) Where We Stand On Responding to Cultural and Linguistic Diversity
      • NAEYC and IRA (2009) Where We Stand on Learning to Read and Write
      • US DHHS (2016) Policy on Supporting Dual Language Learners in Early Childhood Programs
      • WIDA (2014) Focus on the Early Years
      • NAEYC (2019) Advancing Equity in Early Childhood Education
  • Strategies that promote language and literacy skills in English and the child’s home language
    • Explore and describe effective practices for working with and supporting Language and Literacy Learning in DLLs.
      • Dual language learning in preschool
      • Intentional teaching
      • Framework for effective teaching
      • Know, See, Do, Reflect lesson plan 
  • General Principles of oral and written language development in children ages birth to five who are dual language learners
    • Intentionally planning for reading, writing, speaking, and listening
    • Oregon’s early learning and kindergarten guidelines
    • Current research findings pointing to the similarities, differences, and diversity of language development in children who are DLLs.
    • Importance of continuing home language development while children learn English
  • Developing oral language and vocabulary in young children who are DLLs through conversations
    • Conversation strategies with DLLs
      • Teacher talk
      • CAR
      • Code switching
      • Adult/child conversation inventory
    • Oral language vocabulary development
      • Strategies for families and parents
      • strategies for teachers
  • Increasing background knowledge through shared reading and interesting experiences
    • The Big 5 early language and literacy skills needed by young children for school readiness
      • Background knowledge
      • Oral language and vocabulary
      • Book knowledge and print concepts
      • Alphabet knowledge and early writing
      • Phonological awareness
Outcome #2- Build family and community engagement and partnering plans that emphasize the essential components of effective early childhood programs working with young children and continued home language(s) development.
  • Family engagement and the importance of home language
    • ReGathering and using language information that families share
      • Daily language and literacy practices that families Can Use
      • Tools of literacy worksheet
      • Benefits of being bilingual
      • Gift of Language
    • Big 5 strategies for families
    • Home language for success
    • Home language telenovela from National Center on Cultural and Linguistic Responsiveness (NCCLR)
Outcome #3- Identify appropriate screening and alternative assessment practices with support from multiple sources, for DLLs and DLL with special needs.
  • Effective Practices for Screening and Assessing Young Children who are DLLs
    • General principles of effective assessment of young DLLS
    • Difference between screening, assessment, norm- and criterion-referenced instruments is explained.
    • Alternative assessments for teaching and learning
    • DLL students with special education needs
Outcome #4- Create a plan to implement specific individualized assessment and teaching strategies that promote language and literacy skills in DLLs. 
  • Classroom environments and language models: Creating language and literacy rich Learning environments for young dual language learners
    • DLL children’s home languages
    • DLL - classroom schedules transitions
    • Creating environments
    • Language modeling infants
    • Language modeling toddlers
    • Planning organizing thematic instruction
    • Emergent literacy curriculum
    • Essential elements for teaching
    • Language home teachers
    • What works
  • The planned language approach (PLA)
    •  What is Planned Language Approach
      • DLL supporting cultural guides language models
      • Grounding language practices preschools
      • PLA organizational capacity checklist
      • PLA strong focused leaders
    • Why Planned Language Approach

Department Notes

NAEYC Standard #3 - Child Observation, Documentation, and Assessment

NAEYC Standard #4 – Developmentally, Culturally, and Linguistically Appropriate Teaching Practices

Core Knowledge Categories: Diversity (10 hours), and Learning Environments & Curriculum (10 hours)