Early Childhood Dual Language

• In Event: 29.055 - Dual-Language Education and the Promise of Equal Educational Opportunity

Abstract

Dual language education has grown substantially over the past 30 years, though there is still little research on the implications for early childhood, ages 3-5. The research is very clear that there are distinct bilingualism and achievement advantages for school-aged children, both native English speakers (NES) and dual language learners (DLLs), who participate in a dual language program. While there is a growing movement of parents who see the value in having their young children develop bilingual and biliteracy skills, consideration of the best models and approaches for dual language development in early childhood is needed. Thus, this paper examines the implications of research for dual language at the early childhood level and issues and challenges in instruction, linguistic diversity, and family engagement.
The following recommendations will be expanded upon:
DLLs
Given the strong need for these children to maintain or further develop academic Spanish, a minimum of 50% of instruction through Spanish would be required. Similarly, given the need to develop English oral language, the amount of English should be at least 20% so that students have sufficient exposure to some minimal English language development.
NES
Any language education program for preschool NES children from low SES backgrounds needs to develop a strong English-L1 language and literacy foundation. The language development of their primary language needs to be carefully considered.
Instructional Issues and Challenges
As various reviews of research (e.g., Espinosa, 2014; Authors, 2006; Goldenberg, Nemeth, Hicks, Zepeda, & Cardona, 2013; Authors, 2007) have indicated, there are a set of instructional practices and approaches that are more effective with second language learners, though these are not as well defined at the preschool level for dual language programs.
Linguistic Diversity Issues and Challenges
Many administrators say there is no access to trained staff with the language proficiency of a particular group (e.g., Spanish) or there are many different languages spoken in a classroom. If there is one language group, then it is incumbent upon the administrators to locate and train staff with the necessary language proficiency to provide parents with a bilingual option. If there are multiple languages, then a dual language program may not be feasible. However, in that case, there can be a policy of bilingualism and support for each language.
Family Engagement Issues and Challenges
In dual language programs, it is important that DLL parents understand that talking and reading with their child is important and it is just as effective for them to do so in their primary language. Also, it is very helpful to provide parent workshops to help parents understand how to provide more enriched academic discussions and literacy development at home, especially for parents who have lower levels of formal education.
In summary, research from preschool and early elementary education levels support the advantages of dual language programs for both NES and DLL children. However, modifications of the K-2 models may be necessary depending on the demographic and language backgrounds of the students.

Author

• Kathryn Lindholm-Leary, San José State University