The number of dual language learners in early childhood classrooms is expanding every year—and teachers often feel underprepared to bridge language barriers and effectively meet these students' learning needs. Help is here in this urgently needed book, a toolbox of today's best strategies for supporting children and families from diverse backgrounds and ensuring the academic and social success of young dual language learners.
Early childhood educators will get an invaluable collection of 45 practical, developmentally appropriate strategies for teaching dual language learners (both Spanish speakers and children who speak other languages). Real-world guidance helps teachers apply each strategy in their own classrooms, and the activities, reflection questions, and resources in Spanish will support educators in strengthening their current teaching practices. A much-needed resource for in-service professional development and preservice courses, this timely book will help educators foster the success of inclusive early childhood classrooms and prevent achievement gaps for dual language learners.
DISCOVER HOW TO
Set up andorganize your learning environmentto support dual language learners
Create adiverse classroom communitywhere children''¬'˘s challenges and needs are anticipated
Useculturally responsive classroom management practicesthat engage diverse learners
Strengthensocial-emotional learningfor dual language learners
Promoteearly academic skillsandmake learning activities accessibleto children of all cultural backgrounds
Usemusic and movementto increase student engagement and boost language development
Partner with familiesand engage them in children''¬'˘s academic and social-emotional learning
PRACTICAL MATERIALS:Reinforce your learning with classroom activities; chapter quizzes; reflection questions; Spanish songs, vocabulary, and books for the classroom; lists of additional resources; and a glossary. Sample letters and forms help you communicate with families and evaluate student needs (all forms are photocopiable and available online).
About the Authors:
Shauna Tominey, Ph.D., is an Assistant Professor of Practice and Parenting Education Specialist at Oregon State University. She previously served as the Director of Early Childhood Programming and Teacher Education at the Yale Center for Emotional Intelligence. She brings her previous experiences as an early childhood educator and parenting educator to her research, which focuses on the development of programs that promote social and emotional skills for children and adults. Shauna holds undergraduate degrees in music and psychology from the University of Washington, an M.S. in family studies and human services from Kansas State University, and a Ph.D. in human development and family sciences from Oregon State University.
Elisabeth O'Bryon, Ph.D., is the Director of Research and Evaluation at GreatSchools, a leading national nonprofit empowering parents to unlock educational opportunities for their children. At GreatSchools, Elisabeth works to design and implement evaluation projects, with a particular focus on rapid-cycle research approaches. Elisabeth was formally a postdoctoral Research Associate at the Yale Center for Emotional Intelligence where she was involved in the development and evaluation of school-based social emotional learning programming for children, teachers, and families. Elisabeth has a doctorate in psychology and experience providing school psychological services to preschool through high school-age students in both English and Spanish. Her research has focused on how to promote the educational success of students identified as English language learners, as well as ways to support home-school partnerships with culturally and linguistically diverse families.