July 11, 2024
This blog is part of a series, created in partnership by the Dual Language Learner Master Plan Advocates, to uplift the areas of need, highlight opportunities for growth, and share solutions and resources in supporting Dual Language Learners in California State Preschool Programs (CSPP), which were identified during recent listening sessions with CSPP teachers and administrators from across the state.
Lead Authors: Carola Oliva-Olson, Ph.D., Anna Arambula-Gonzalez, M.A., and Jenny Brito, M.A., EDvance
Contributors: Carolyne Crolotte, M.A., Early Edge California, JunHee Doh, M.A., and Karina Suzette Hernandez, M.P.P., Catalyst California
The field of early education has blossomed with cultural and linguistic diversity in recent years. Young Dual Language Learners (DLLs), who represent the majority of children in California, have remarkable bilingual skills and cultural heritages that enrich the educational experience for everyone. Teachers play a crucial role in shaping the success of these young children by creating inclusive educational environments and accurately identifying DLLs for tailored support and family involvement.
The recent passage of AB 1363 in California requires improved training and resources for identifying and supporting DLLs in the California State Preschool Program (CSPP). With a standardized identification process and a robust reporting system, teachers will be better equipped to address the unique strengths of DLLs and use instructional approaches to ensure full access to learning. This legislation is a pivotal step toward enhancing educational outcomes for California’s diverse population of preschoolers, laying a stronger foundation for their academic success and overall development.
Learning from CSPP Teachers
Some CSPP teachers have embraced the new assets-based DLL identification process, recognizing the potential to better support DLLs and their families. This approach helps them understand children’s diverse backgrounds, allowing for tailored strategies and instructional supports.
During one CSPP practitioner listening session, one teacher shared: “At the beginning of the school year, I always look at that sheet,” said one CSPP practitioner. “We had a student from Egypt who spoke Arabic, and we used Google Translate; the mom was very grateful.” (Educator’s Voice). Emphasizing building relationships with families is a significant step toward greater family engagement and involvement in children’s educational journey.
In the listening sessions, CSPP teachers and administrators shared their commitment to enhancing their training and skills for the Family Language and Interest Interviews. They wanted to make these conversations a regular part of family interactions, creating a safe space for them to share their backgrounds and children’s DLL status.
“We are trying to build relationships with families, and we need to enlist their help,” one practitioner said. (Educator’s Voice). Another district CSPP site coordinator highlighted the necessity of thorough training. “We need training, and the time not just to go over it, but process it and try to do lesson plans with it; and then check for understanding, and then another training,” the coordinator said. “Teachers can’t just be given it to apply. A lot of my teachers talk about this.”
By fostering a supportive environment, teachers can ensure DLL children have equal access to high-quality resources and opportunities, enhancing their educational outcomes and laying a strong foundation for future success.
Access to quality training and resources is essential to fully realize CSPP teachers’ potential to identify and support DLL children in their classrooms. Training should focus on providing knowledge and resources related to implementing the Family Language and Interest Interview, ensuring teachers are well-equipped to understand and address the unique needs of DLLs. This specialized training and support will empower teachers to create more inclusive and effective learning environments, ultimately enhancing educational outcomes for all children.
Beginning Conversations, Creating Opportunities: Leveraging The DLL Interview Tool to Support Dual Language Learners
¡Hola! 你好! Chào! Kumusta!
It all starts with a conversation. DLLs in California have the potential to thrive with tailored, compassionate, and culturally sustaining support. It is essential to properly identify and provide them access to the right supports, resources, and strategies to unlock this potential. By leveraging the strengths DLL children and families bring, we can cultivate an equitable and enriching educational environment for all.
California has taken the lead with an innovative assets-based DLL identification process, a pioneering approach in the U.S., centered around a simple 15-minute dialogue using the Family Language and Interest Interview form. Ideally led by teachers, this interview is instrumental in collecting data on children’s language backgrounds and cultural richness, which, in turn, strengthens the relationships between teachers and families. The tool serves as a mechanism that prompts the beginning of a dialogue with families and provides a space to house information, enabling teachers to deeply understand and appreciate the diverse linguistic backgrounds and cultural richness of each child.
Building Trust and Engagement with Families: Implementing The DLL Interview Tool
One key opportunity in identifying DLLs and understanding their linguistic and cultural background is overcoming families’ hesitance to classify their young children as DLLs (referred to as English Learners in public elementary schools). This reluctance can stem from concerns about stigmatization, misunderstandings about the benefits of DLL programs, or past negative experiences with programs or teachers.
To create a positive environment, early learning programs and teachers should focus on building trust with families by engaging them in meaningful ways, welcoming them into the classroom, and encouraging them to share their culture and language. Effective family engagement requires careful and intentional planning. Ideally, the first step is to engage in personal, face-to-face conversations early on. These interactions are an excellent way to learn more about the child and family, establish a bond, and immerse in their unique cultural and linguistic background. The Family Language and Interests Interview form can guide these interactions.
The information gathered using the Family Language and Interests Interview can help teachers tailor future interactions and engagement efforts. For example, they can plan language learning experiences that draw on the family’s linguistic background, unique talents, and various interests. They can also design activities that allow families to volunteer or participate, sharing their language and diverse cultural practices and experiences. By learning more about families, teachers can better engage with them, create a welcoming environment, and provide a safe space where they feel comfortable sharing what makes them and their children unique. This information is critical to developing higher-quality learning experiences in collaborative environments where DLLs can learn, belong, and thrive.
Additionally, the state will use the data they collect to shape the policies and practices of early learning programs, ensuring they are tailored to meet DLLs’ specific needs and remarkable strengths. This will lead to the development of high-quality learning environments that recognize and build on DLLs’ unique assets and ensure the simultaneous development of their home language and English, which is essential for their overall language development, identity, and sense of belonging. The final outcome will be the implementation of practices that honor and sustain children’s cultures, languages, and identities, enriching their learning experience and ensuring they achieve their fullest potential.
Empowering Teachers: Comprehensive Training and Resources to Support DLLs
Elevating the voices of CSPP teachers and meeting their needs is crucial for ensuring they can effectively implement the DLL identification process. Comprehensive training on the Family Language and Interests Interview, supported by information from the California Department of Education (CDE) and Early Edge, is essential. Access to this knowledge and tools empowers them to accurately identify DLLs and provide adequate support. This approach not only builds upon children’s unique strengths but also enhances teachers’ confidence and effectiveness in creating a supportive and equitable learning environment, ultimately improving the lives of DLL children and their families.
A variety of resources are available to further support teachers in effectively implementing the DLL identification process. CDE offers a comprehensive DLL Support Page, serving as a central hub for valuable information and tools. Additionally, teachers can access DLL Identification Videos that provide visual and practical guidance on identifying DLLs. The DLL Identification Guide offers detailed instructions and best practices to ensure accurate and consistent identification. These resources equip teachers with the knowledge and skills to effectively nurture DLLs, fostering a more inclusive, supportive, and welcoming learning environment.
By prioritizing implementation of the DLL identification tool and comprehensive training, we pave the way for a brighter future for Dual Language Learners. Over time, this will lead to improved academic outcomes, a stronger sense of inclusion and belonging, and a more equitable educational experience for young DLLs. Furthermore, teachers will feel more confident and capable in their roles, resulting in a more supportive and dynamic classroom environment. Ultimately, this will contribute to the long-term success and well-being of DLL children, creating a more equitable and thriving educational landscape for all.
If you are a teacher working with young DLLs and want to learn more, please visit these resources to get started: