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

12/9/2011 3

Dual Language Learners are “At Risk”

for Low Levels Academic

Achievement

12/9/2011 4

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

12/9/2011 5

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

12/9/2011 6

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

12/9/2011 7

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

12/9/2011 8

ECE/DLL RTI Recognition & Response

Coming Together to Make It Work

12/9/2011 9

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

12/9/2011 10

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

12/9/2011 11

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

12/9/2011 12

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

12/9/2011 13

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

12/9/2011 14

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

12/9/2011 15

Response: Core curriculum and intentional teaching for all children; targeted interventions for some children who need additional help

12/9/2011 16

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)

12/9/2011 17

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

12/9/2011 18

Basic Program Models for Young Dual Language Learners

12/9/2011 19

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

12/9/2011 21

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

12/9/2011 22

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

12/9/2011 23

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

12/9/2011 24

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

12/9/2011 25

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)

12/9/2011 26

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

12/9/2011 27

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

12/9/2011 28

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!!

12/9/2011 29

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

12/9/2011 30

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

12/9/2011 31

The Pitfalls…….

Inappropriate Assessments that Lead to Over or Under Referrals or Inaccurate Conclusions about Language Abilities Inadequate Tier 1 Services

12/9/2011 32

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…….

12/9/2011 33

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

12/9/2011 34

“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!!!

12/9/2011 35

THANK YOU!!!!!

Muchas Gracias Merci Beaucoup

谢谢

12/9/2011 36

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

12/9/2011 37

What is this “New Model”?

12/9/2011 38

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.

12/9/2011 39

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

12/9/2011 40

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__________________________________________________________________

12/9/2011 41

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)

12/9/2011 42

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

12/9/2011 43

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

12/9/2011 44

Environmental Supports… Visually Rich

12/9/2011 45

Environmental Supports Provide visual information

12/9/2011 46

Environmental Supports Provide places for independent learning

12/9/2011 47

Environmental Supports Value and support home language

12/9/2011 48

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

12/9/2011 49

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?

12/9/2011 50

12/9/2011 51

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?”

12/9/2011 52

12/9/2011 53

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”

12/9/2011 54

12/9/2011 55

Instructional Support

Vocabulary Imprinting:

use of photographs and pictorials to introduce new concepts and frontload

vocabulary

12/9/2011 56

12/9/2011 57

12/9/2011 58

Using Visual Cues/ Gestures to Enhance Vocabulary Development:

physical movements and signals are

repeated as specific content vocabulary is introduced to imprint

meaning

12/9/2011 59

12/9/2011 60

Purposeful Planning…

12/9/2011 61

“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

12/9/2011 63

POLL

Personalized Oral Language(s) Learning

12/9/2011 64

Video Example of Monolingual (EO)Teacher

Implementing POLL Strategies

LAUSD TK Program 2010-2011