QUALITYstarsNY | Standard Profile

Program staff is trained to address the needs of children whose home language is not English.

Documentation

[ Points: 4 ]

Evidence in Aspire that at least 60% of teaching staff have attended the relevant training within the previous 15 months

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

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)

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Working with Culturally Diverse Families

List of resource and publications on cultural issues in family assessment

Source:

Pacer Center

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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)

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Strategies for Supporting Dual Language Learners

Brief explanation of classroom strategies for supporting dual language learners.

Source:

National Center for Cultural and Linguistic Responsiveness

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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.

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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)

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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)

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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.

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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)

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