FIS-9
Program staff is trained to address the needs of children whose home language is not English.
Evidence in The Aspire Registry that at least 60% of teaching staff have attended training about supporting Emergent Multilingual Learners within the 15 months prior to Standards Inventory submission, verified with training certificate.
Attention:
- The program MUST click the ""Supportive Data"" button to review and confirm that all information about the program staff's trainings, experience, and education, verified in The Aspire Registry, is accurately reflected.
- If not, DO NOT SUBMIT your Standards Inventory UNTIL this information is correct. Information in the Supportive Data box is also available in your Qualifications & Experience Report.
- If you have an inquiry about the data populating for this Standard, or your Qualifications & Experience Report, please complete the Qualifications & Experience Report Inquiry Form for assistance.
Staff will be more capable of supporting the needs of children and families whose home language is not English, if they participate in regular training to develop and refine their knowledge of practices related to English Language Learners (ELL).
Understanding FIS-10
Further Reading
- Revisiting and Updating the Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five (English)
- Working with Culturally Diverse Families
- Culture and Language Resources
- Strategies for Supporting Dual Language Learners
- Challenging common myths about young English language learners
- Revisiting and Updating the Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five (Spanish)
- Dual Language Learners Toolkit
- Preparing Early Childhood Teachers to Work with Young Dual Language Learners
- Code Switching: Why It Matters and How to Respond
Why is it important for staff to be trained on how to address the needs of children whose home language is not English?
Early childhood professionals that are knowledgeable about the development of first and second languages, and able to address the needs of children whose home language is not English, will be better equipped to support the children and families in their programs.
Revisiting and Updating the Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five (English)
Handbook includes multicultural principles and practices that can be incorporated into program practices.
Source:
Early Childhood Learning & Knowledge Center (ECLKC)
Working with Culturally Diverse Families
List of resource and publications on cultural issues in family assessment
Source:
Pacer Center
Culture and Language Resources
This section of the Early Childhood Learning and Knowledge Center includes a wide range of resources on working with culturally and linguistically diverse children and families.
Source:
Early Childhood Learning & Knowledge Center (ECLKC)
Strategies for Supporting Dual Language Learners
Brief explanation of classroom strategies for supporting dual language learners.
Source:
National Center for Cultural and Linguistic Responsiveness
Challenging common myths about young English language learners
This document presents common myths about young English language learners and provides research-based information to contradict these myths.
Source:
Espinosa, L. M. (2008). Challenging common myths about young English language learners. New York: Foundation for Child Development.
Revisiting and Updating the Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five (Spanish)
Handbook includes multicultural principles and practices that can be incorporated into program practices.
Source:
Early Childhood Learning & Knowledge Center (ECLKC)
Dual Language Learners Toolkit
The DLL Toolkit resources give teachers, caregivers, and family services staff support to foster the learning and development of young children.
Source:
Early Childhood Learning & Knowledge Center (ECLKC)
Preparing Early Childhood Teachers to Work with Young Dual Language Learners
This article reviews the content of professional preparation for early educators working with young DLLs and briefly discusses the importance of developing the cultural and linguistic diversity of the early childhood workforce.
Source:
Zepeda, M., Castro, D., & Cronin, S. (2011), Child Development Perspectives 5(1), 10-14.
Code Switching: Why It Matters and How to Respond
This easy to use workbook defines and describes code switching. It identifies who code switches and explains why code switching matters. It also includes numerous examples of how adults can provide strong language models for children when they code switch. The workbook format allows this resource to be used as a professional development tool that can be completed by an individual or used as activities in group training.
Source:
Early Childhood Learning & Knowledge Center (ECLKC)