FIS-10
Program employs at least one staff member who speaks the home language(s) of the children.
To meet this Standard, evidence MUST include ALL of the following:
- List of ALL of the children's home language(s) spoken other than English. AND
- Evidence that staff speaks language(s) of majority of children. AND
- Evidence that person(s) noted as "staff" are employed at the program.
Acceptable types of evidence demonstrating that staff speaks language(s) of majority of children:
- Resume(s) of current staff showing language fluency. OR
- Evidence of bilingual CDA. OR
- Staff transcripts. OR
- Program Information Report (Head Start).
To support the needs of children who speak a home language other than English and communicate with families about their children, a program needs to have someone who speaks both the primary language and the language spoken by the family.
Understanding FIS-11
Standards Inventory Essentials
Examples
Further Reading
Why is it important for my program to employ at least one staff person who speaks the home language(s) of the children?
Employing bilingual early childhood professionals is important because they can help children maintain and further develop their home language as well as English. When at least one staff person can speak to the child and family members in their home language this helps to ensure the child's and family's meaningful participation in the program and improves opportunities to communicate.
NAEYC Pathways to Cultural Competence Checklist (NYS Version)
A guide and checklist for program leaders to use with ECE staff to assess culturally competent practices in the program.
Source:
National Association for the Education of Young Children (NAEYC)
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.
The Home Language: An English Language Learner’s Most Valuable Resource
In this article written for Colorín Colorado, Dr. Fred Genesee discusses the research supporting the importance of a child's home language. In addition, Dr. Genesee explores the question of why an approach that is well-supported by research has been largely ignored in the era of "research-based" policy.
Source:
Colorin Colorado
The Importance of Home Language Series
Resources for staff and families on the importance of home languages for children’s development. School readiness and school success for children who are dual language learners are tied directly to mastery of their home language. This series of handouts is designed to provide staff and families with basic information on topics related to children learning two or more languages. They emphasize the benefits of being bilingual, the importance of maintaining home language, and the value of becoming fully bilingual. These easy-to-read resources highlight important information that every adult living or working with young dual language learners should know.
Source:
Early Childhood Learning & Knowledge Center (ECLKC)