A Cautionary Tale of Advancing Equity for Dual Language Learners

• In Event: Preparing Educators to Serve Dual Language Learners in Early Care and Education Settings: Existing Practices and Promising Solutions

Abstract

Objectives:
To share the lessons learned and research implications from our work to promote improved educational experiences and outcomes for dual language learners and English learners in California.

Perspective:
Our work was designed to improve the educational experiences of DLLs and ELs from preschool through elementary school. The ELCR* model was initially designed to focus on grades Pre-K to 3, although in recent years our work has expanded to cover upper elementary grades as well.

Our work is situated in California and over 40 percent of California’s K–12 students come to school with knowledge and experience in at least two languages. However, it isn’t until very recently that California has begun to prioritize ELs and DLLs. This includes two state grants focused on these students. Our organization received both grants. This presentation summarizes lessons learned from these projects and our other work in California preschools and districts to better serve DLLs and ELs.

Methods:
This presentation provides a synthesis of lessons learned based on our experience providing professional development to preschool and K-12 educators, including the feedback we received from our preschool and K-12 partners and anecdotal evidence from our training staff. ELCR regularly surveys our school partners regarding the quality of the professional development they received, and its perceived impact on the classroom. This feedback is used internally by ELCR to evaluate previous trainings and to refine future ones. Annual survey results are also shared with school partners to aid in their own cycles of learning.
Evidence:
Our organization has been working with preschools and school districts in California for the past 10 years. A previous evaluation of the ELCR pilot found that ELCR students demonstrated significant growth on measures of language and literacy in both Spanish and English (Lindholm-Leary, 2015). At present, we are working in over 100 elementary school classrooms in 21 school districts, and more than 90 preschool classrooms.

Conclusions:
• Context matters. After almost ten years of working in these different settings, the ELCR model has evolved to include a stronger emphasis on building the capacity of school and district administrators. Moreover, the policy context (in this case, particularly at the state level) can create and foreclose effective practices for DLLs/ELs.
• Fidelity and adaptability trade-offs. Fidelity of implementation has to be balanced with local needs and local context. This is particularly important with education initiatives intended to create comprehensive and lasting educational changes.
• Professional development challenges specific to the early childhood education (ECE) arena. The professional development budget and the conditions that support on-going professional development are negligible in the ECE arena. Moreover, bilingual education pedagogy is less well-developed than in the K-12 system.

Scholarly Significance:
This presentation contributes to the knowledge base concerning the nexus between research, policy and practice as it relates to the implementation of best practices for DLLs.

Authors

• Martha Irene Martinez, SEAL

• Anya Hurwitz, Sobrato Early Academic Language (SEAL)