the promise and pitfalls of rti for young dual language learners
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12/9/2011 1
The Promise and Pitfalls of Response to Intervention for Young Dual Language Learners
By Linda M. Espinosa, Ph.D. RTI in Early Childhood Summit
New Mexico
September 25, 2011
12/9/2011 2
Definition of DLLs
“Dual language learners are children learning two or more languages at the same time, as well as those learning a second language while continuing to develop their first (or home) language.” (p.1)
Definition includes simultaneous and sequential second
language learners Distinctions are usually made in literature Includes English language learners (ELL) and English as a
Second Language (ESL) students
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Dual Language Learners are “At Risk”
for Low Levels Academic
Achievement
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NAEP 2009
Scored at or above proficient in fourth grade reading:
6% of ELLs 36% of non-ELLs Scored at or above proficient in fourth grade
mathematics: 12% of ELLs 41% of non-ELLs Scored below basic in 8th grade reading: 74% of ELLs 22% of non-ELLs
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Underserved or Inappropriately Served
Population: Can RTI Help??
Attendance/Participation Rates Achievement Patterns: K Entry; Third/Fourth
Grade Reading Math and Math Scores High School School Completion and College
Matriculation and Graduation Adult Incomes; Percent in Poverty
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How can the concepts underlying the
Response to Intervention (RTI) approach be used with young DLL children?
RTI has been adapted for preschoolers by the National Association for Learning Disabilities
and the Frank Porter Graham Child Development Institute at the University of
North Carolina into an approach called:
Recognition & Response
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Key Components of Recognition & Response
Recognition: Universal screening and progress monitoring
Response: Core curriculum and intentional teaching for all children; targeted interventions for some children who need additional help
Collaborative problem-solving to support data-based decision making
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ECE/DLL RTI Recognition & Response
Coming Together to Make It Work
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Universal Screening and Progress Monitoring
Screening for Development in Both Languages: Interdependence of L1 & L2
Multiple Factors Influence Performance: Child, Family, Language Environment
Progress Monitoring: ELD and L1 Maintenance??? Tied to Language Goals
Professional Collaboration to Make Good Judgments!! Based on Espinosa, (2008), A Review of the Literature on
Assessment Issues for Young English Language Learners. Paper prepared for the NAS Committee on Developmental Outcomes and Assessments for Young Children
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Challenge of Accurate Screening and Assessment “In the early stages of bilingualism, children’s language skills are in flux, so there’s a huge range of proficiency in their second-language performance, which makes it difficult to distinguish between typical second-language differences and genuine language impairment,…..the result is that children from a linguistically diverse background are often over- or under-identified with a language disorder.” E. Pena, 2011
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Goal: Child is progressing toward fluency in understanding English
Stage 2: Demonstrates understanding of a few English words and phrases for objects (nouns) and actions (verbs); begins to attend to group activities in English, may need physical cues Often attends to others speaking English Shows increased participation in group
activities and joining in clapping, singing games
Adapted from DRDP PS@2010, California State Department of Education, Child Development Division
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Teachers and Assessors Need Guidance of Indicators of Typical Language Development of
Dual Language Learners for Instructional Decision-Making
Need to know about process of second language development What it looks like--typically Rates of Progress Normal Variations
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Purpose for Assessment
Type of Measure/Procedure Recommended
Determination of Language Dominance
Parent/Family Survey with questions about language usage, interaction patterns, and language proficiency Teacher observation of language usage across multiple contexts Possibly English language screener Assessment team that answers following for each EL child: which language does the child have the most experience with, use more fluidly, and most often prefers to use (Genesee et al., 2004; 2011)?
Language Proficiency
Language samples across multiple settings (in small groups, with peers, with family members, etc.) Standardized language narratives (e.g., Renfrew Bus Story) Standardized language measures of receptive and productive capacity used cautiously (e.g., preLAS English and Spanish; ROWVT and EOWVT; Pre-IPT; and/or Woodcock-Muñoz); at certain stages of English language development DLLs will know fewer vocabulary words in each language which is typical—not a language delay) Teacher ratings/observations
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Purpose for Assessment
Type of Measure/Procedure Recommended
Determination of Language Learning Disorder
Collect information in both languages(especially child’s dominant language; delays will show up in both languages) Use appropriate standardized tests of language abilities cautiously Collaborate with native language speakers Observe language usage across multiple settings, in and out of school Team members make best professional judgment and update frequently
Language Outcomes
Informal assessments aligned with curriculum goals in language of instruction (focused teacher-child language interactions) Observational language assessment of ELD with guidance Curriculum embedded assessments in English and home language if dual language program Standardized measures of language proficiency
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Response: Core curriculum and intentional teaching for all children; targeted interventions for some children who need additional help
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Tier 1 Developmentally Appropriate Curriculum: Evidence-Based Intentional Teaching; Universal Screening Collaborative team meetings regularly review allocation of staff and supports Parent training collaboration and partnership
Tier 2 Core program with intensive and explicit instruction; embedded activities More individualized small group intervention Additional parent support groups and collaboration
Tier 3 Intensive targeted instruction Close progress monitoring and adjustment of instruction On-going parent support
Targeted Intensive Individual
Interventions: Focus on FEW(5%)
Tiered Approach-Preschool
Universal Supports: Focus on ALL(70-80%)
Selected Supports Focused Strategies:
Focus on SOME(15-25)
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Indicators of a High-Quality ECE Evidence-Based Program
Staff Experience and Training Staff-to-Child Ratios Intentional Teaching Environment and Materials Program Structure and Activities Adult-Child Interactions Use of Language and Reasoning Parent Involvement
Universal Supports
For ALL Children: EO & DLL
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Basic Program Models for Young Dual Language Learners
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Typical ECE Program Models for DLLs
Native/ Home Language
Focus: Home language dev., No English
All children and teachers are speakers of home language
All interactions in home language
Bilingual Classrooms
Focus:can be transitional or dual language development: one-way or two-way immersion
Can be DLL only or mixture of EO and DLL
Instruction and Interactions in both English and home lang.:range of % in L1
English Language (ELD)
Focus:English acquisition
DLLs can speak multiple languages
All instruction in English
12/9/2011 20
Research for DLL Children Recent Area of Concern: NCLB, Demographics, Impact of Preschool, Importance of Early years!! Dozens of studies---at best (recent research syntheses, meta-analyses) Measurement and Definitional Issues Debate on Goals & Terms Must consider research from many disciplines Exciting New Infant Research: Neuroscience Most rigorous reach similar conclusions
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Conclusions of “Best” Scientific Studies:PreK-12 (LM Literacy Panel, 2006; Genesee et al., 2006; CREDE Report, 2006; Goldenberg, 2011) Using child’s primary language or L1 promotes achievement in English, L2 (.2-.4 standard deviation in test performance) High Quality literacy practices benefit DLLs--but effect sizes are lower Instructional Adjustments are needed---few details Assessment in both languages is critical
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Early Achievement Gains in English
Young DLLs learn early literacy skills, e.g., decoding, phonemic awareness at age-appropriate levels (Espinosa & Zepeda, 2010)
Vocabulary and comprehension significantly below national norms by 4th grade (Lesaux, et al., 2010)
Listening comprehension, narrative productive abilities, deep meanings of key vocabulary, knowledge of complex grammatical structures need attention
DLLs can read English words but don’t have linguistic background to understand text
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Some Conclusions About Language and Outcomes from PreK Studies
English immersion and dual language approaches promote growth in English; Particularly in some early literacy skills
Dual language programs improved Spanish language development for both DLLs and EOs--without delays in English
Spanish language loss is common in English immersion classes (FACES; NRS; ERF)
Home language loss could have long-term consequences
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Consequences of Home Language Loss
Erasing a child’s language or cultural patterns of language use is a great loss for the child. Children’s identities and sense of self are inextricably linked to the language they speak and the culture to which they have been socialized. They are, even at an early age, speakers of their languages and members of their cultures. Language and culture are essential to children’s identities.
Genesee et al., 2004, p.33
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Language Loss, cont.
Home Language loss linked to poor long-term academic outcomes (Slavin & Cheung, 2005;
Oller & Eilers, 2002; Thomas & Collier, 2002) Preschool children quickly can shift language
preference to English (Wong-Filmore, 2000) Linguistic and cognitive benefits to becoming
fully bilingual (Bialystok, 2001, 2011; Winsler, et al., 1999)
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Maintaining the home language is essential not just to the child’s future academic and cognitive
development, but also to the child’s ability to establish a strong cultural identity, to develop
and sustain strong ties with their immediate and extended families, and to thrive in a global,
multilingual world. Espinosa, 2010
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Challenge: How to Provide High Quality Evidence-Based ECE for
DLLs (Tier 1) Context:
Most ECE teachers are NOT Bilingual or well prepared on issues of diversity Political/Policy constraints in many states and
communities, e.g., CA, AZ, MA Dual language programs not always
appropriate, e.g., 3 or more languages with no dominant language among children & families Lack of clear, concrete procedural guidance
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We are proposing a new model that reflects the research and
acknowledges the realities Continuum of support for dual language
learners No more all or nothing! Specific strategies for teachers that promote
oral language development in English and support home language development
Explicit “bridging” between 2 languages: Use what the child knows (linguistically, conceptually, culturally) to build new knowledge……….bootstrapping & transfer!!
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Features of High Quality ECE for DLLs,(Tier 1): Castro, Espinosa, & Paez (2011).Defining and Measuring Quality in Early Childhood Practices that Promote DLLs Learning and Development in Zaslow, M., Martinez-Beck, I., Tout, K., & Halle, T. (Eds.) (2011). Measuring Quality in Early Childhood Settings. Baltimore, MD: Brookes Publishing.
Support child’s home language & culture Positive and nurturing interactions Strategies to improve comprehension: e.g.,
visuals, physical cues and gestures, props, etc.
Explicit vocabulary instruction
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Features of High Quality ECE for DLLs (Tier 1) cont……
Strategic use of child’s home language Skilled story-book reading, e.g., dialogic Instruction and scaffolds adapted according to
stage of ELD Opportunities for small group & peer
interactions ECE teacher knowledge and skills Linguistically and culturally appropriate family
engagement
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The Pitfalls…….
Inappropriate Assessments that Lead to Over or Under Referrals or Inaccurate Conclusions about Language Abilities Inadequate Tier 1 Services
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The Promise…..
Universal Screening and Progress Monitoring that is Linguistically Appropriate and Leads To… High Quality Practices that Promote
Development and Learning for Dual Language Learners and… ALL…….
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Recommendation
Enhanced Tier 1 that automatically incorporates features of high quality for DLLs: Enriched environment & centers (L1 & culture) Previewing material, concepts in L1 Strategies to enhance comprehension, promote
ELD Opportunities for small group literacy activities
in L1 Explicit bridging of L1 to English Recognize, Respond & Build
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“When I was little and really wanted something, I prayed to God in two languages, just in case God didn’t know one of them. Knowing two languages opens many doors for children, ensuring that nothing is lost in the translation.” Rafael Guerra, Executive Director of East Coast Migrant Head Start Project
Let’s help ensure Dual Language Learners knowledge, abilities, and strengths are not lost in
translation!!!
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THANK YOU!!!!!
Muchas Gracias Merci Beaucoup
谢谢
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The Promise and Pitfalls of Response to Intervention for Young Dual Language Learners
By Linda M. Espinosa, Ph.D. RTI in Early Childhood Summit
New Mexico Session 2
September 25, 2011
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What is this “New Model”?
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Intentional Planning for Oral Language and Vocabulary
Instruction Planning for Vocabulary Routines Personalized Oral Language(s) Learning (POLL) Developed for Los Angeles Unified School District TK Program By Linda Espinosa, Ph.D., Carola Matera, Ph.D., Elizabeth Magruder, M.Ed.
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Personalized Oral Language(s) Learning: POLL Strategies
Begins with Family Conversations: Family Languages and Interests Interview Informs teachers about home language
practices, talents, and interests to connect family, teacher, and child and promote home-school collaboration
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LAUSD Transitional Kindergarten Family Languages and Interests Survey
Today’s Date: ________/_________/________ Month Day Year CHILD’S NAME (first, middle, last): ______________________________________________________________ Gender: Boy Girl Child’s Date of Birth: ________/_________/________ Month Day Year 1. Who are the members of your family? ____________________________________________________________
2. How many family members live with you and child?__________________________________________________
3. Who is the primary caregiver of your child? ________________________________________________________
4. What language does the primary caregiver speak most often with child? _________________________________
5. What language did your child learn when he or she first began to talk?___________________________________
6. Does anyone in your home speak an indigenous language? Yes No Identify:________________________
7. Can you tell me what language(s) each of the following people in your household speak to your child?
Only English Mostly English, some other language (identify)
Mostly other language (identify), some English
Only other language (identify)
Mother (or you)
Father (or you)
Older siblings
Grandmother
Grandfather
Aunt/Uncle
Others, after school, community members
8. What special talents or interests does your child have?_______________________________________________
____________________________________________________________________________________________
9. Who does your child play with most often?_________________________________________________________
____________________________________________________________________________________________
10. What are your aspirations for your child? ________________________________________________________
____________________________________________________________________________________________
11. What are your expectations for the Transitional Kindergarten year?____________________________________
____________________________________________________________________________________________
12. Do you have any hobbies or interests that you would like to share with your child’s class?__________________
____________________________________________________________________________________________
13. Would you be interested in volunteering in your child’s class?_________________________________________
If yes, preferred day and time__________________________________________________________________
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POLL cont. Environmental Supports Instructional Strategies Anchor book, intentional message, vocab.
Imprinting, songs, chants, visual cues/gestures Skilled Story Book Reading (specific strategies
that build vocab and narrative) Opportunities to Practice Across Contexts Screening and Continuous Assessment Strong Parent-Family Partnerships (home
visiting, parent-school collaborations, parent education, family support programs)
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Setting Goals for ELLs
“…one of the most important steps for any
early childhood program is to collectively decide on explicit language goals for their ELLs.”
Linda Espinosa, Ph.D.(2010). Getting It Right for Young Children from Diverse Backgrounds
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Considerations for the Development of our English Language Learners…
Getting to know the child and family
Value and support home language
Promote oral language & communication throughout the day
Assess to inform instruction
Provide focused enhancements for English Language Learners
Personalize instruction
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Environmental Supports… Visually Rich
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Environmental Supports Provide visual information
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Environmental Supports Provide places for independent learning
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Environmental Supports Value and support home language
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Anchor Books Selected to Enhance Vocabulary
Development: read repetitively for a variety of
purposes foster vocabulary and concept development through interactive conversations strategy work deepened in small group
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Making Vocabulary Development Meaningful…Establishing Routines
Word: Pretend Define: To decide to be someone or
something else Example: “I can pretend to be a
tiger.” (Pictures, props, narratives) Ask: What do you like to pretend to
be?
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Creating an Intentional Message to Enhance Vocabulary Development…
embedded with content vocabulary, this written message sets the purpose of each lesson
“Welcome friends! We are glad you are
here. I like to sing. What do you like to do?”
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Using Songs/ Chants to Enhance Vocabulary Development
Academic and content vocabulary are
woven into familiar songs and chants to encourage repetition
I say “Please” you say “Thank you” “Please” … “Thank you” “Please” … “Thank you” I say “Hello” … you say “How are you?” “Hello” … “How are you?” “Hello” … “How are you?” I say “Fine” … you say “Thank you” “Fine” … “Thank you” “Fine” … “Thank you”
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Instructional Support
Vocabulary Imprinting:
use of photographs and pictorials to introduce new concepts and frontload
vocabulary
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Using Visual Cues/ Gestures to Enhance Vocabulary Development:
physical movements and signals are
repeated as specific content vocabulary is introduced to imprint
meaning
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Purposeful Planning…
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“The conclusions of multiple research syntheses is that young DLLs need a combination of interactive and direct instruction approaches with direct instruction on word-level and text decoding skills embedded within
interactive learning environments that are meaningful and contextualized to
the students’ backgrounds.” (Espinosa, 2011)
12/9/2011 62
Assessments: Capturing Baseline Data & Measuring Ongoing Progress
Pre-LAS® 2000 English/Spanish: -Receptive and expressive language – pre/post
Children’s Progress Academic Assessment(CPAA) -Interactive Computer Software -English/Spanish -Literacy and Mathematics
Desired Results Developmental Profile (DRDP) -Observational tool -Social/Emotional -ELD and L1 -Language and Literacy -Mathematics
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POLL
Personalized Oral Language(s) Learning
12/9/2011 64
Video Example of Monolingual (EO)Teacher
Implementing POLL Strategies
LAUSD TK Program 2010-2011
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