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<h1 id="gmail-page-title" class="gmail-asset-name entry-title">Report: To Help Young ELLs Thrive, Cultivate Home Languages and Cultures</h1>
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By <span class="gmail-vcard gmail-author">Corey Mitchell</span> on
<abbr class="gmail-published" title="March 22, 2018 12:15 PM">
March 22, 2018 12:15 PM
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<p>With the nation's school-age population becoming more linguistically
and culturally diverse, early-childhood educators should do more to
embrace the differences that the nation's youngest English-learners
bring to the classroom, a new report from the Migration Policy Institute
concludes.</p>
<p>Drawing on interviews with classroom teachers and program directors,
family surveys and focus group discussions, and classroom observations,
the researchers explored what teaching methods have worked for young
English-learners in six classrooms that represented three program types:
Head Start, public pre-kindergarten, and private schools.</p>
<p>The report identified practices, such as incorporating students home languages in classroom rituals and routines, that <a href="http://blogs.edweek.org/edweek/learning-the-language/2018/02/schools_unprepared_to_handle_diverse_english_learners.html">help children in "superdiverse" settings feel more welcome</a>.
The researchers also outlined principles, including the belief that
bilingualism is an asset and encouraging families to share their
languages with the school community, that drove the work of the
programs.<img alt="30-SR-ELL-Early-ELLs-Teacher-students-blog.jpg" src="http://blogs.edweek.org/edweek/learning-the-language/30-SR-ELL-Early-ELLs-Teacher-students-blog.jpg" class="gmail-mt-image-right" style="float: right; margin: 0px 0px 20px 20px;" width="500" height="333"></p>
<p>The report offers suggestions—ranging from classroom practices to
national policy recommendations—for how to improve all early-childhood
programs that support dual-language learners. The recommendations
include:</p>
<ul>
<li>Cultivate strategies to help teachers support English and home-language development.</li>
<li>Collect detailed information regarding families' linguistic and cultural backgrounds.</li>
<li>Create national and state policies that explicitly support the inclusion of home languages.</li>
</ul>
<p>The Migration Policy Institute report is the latest strand of
research the organization has released that explores how to improve
early education for dual-language learners, children who are 8 or
younger with at least one parent who speaks a language other than
English.</p>
<p>The institute has become more attuned to the needs of this population
as it becomes more diverse: the nation's dual-language-learner
population has grown by about 24 percent since 2000, and those students
represent a wider range of languages and cultures than in the past.</p>
<p>They argue that little is known about what works well in <a href="http://blogs.edweek.org/edweek/learning-the-language/2018/02/schools_unprepared_to_handle_diverse_english_learners.html">classrooms where children speak a variety of languages</a>.</p>
<p>Here's a copy of the report:</p>
<p><span style="margin:12px auto 6px;font-family:Helvetica,Arial,sans-serif;font-style:normal;font-variant:normal;font-weight:normal;font-size:14px;line-height:normal;font-size-adjust:none;font-stretch:normal;display:block"> <a title="View SuperdiversityClassroomLanguages Final on Scribd" href="https://www.scribd.com/document/374531580/SuperdiversityClassroomLanguages-Final#from_embed" style="text-decoration:underline">SuperdiversityClassroomLanguages Final</a> by <a title="View corey_c_mitchell's profile on Scribd" href="https://www.scribd.com/user/118260415/corey-c-mitchell#from_embed" style="text-decoration:underline">corey_c_mitchell</a> on Scribd</span></p><p></p>
<p><b>Related Stories</b></p>
<p><a href="http://blogs.edweek.org/edweek/learning-the-language/2018/02/schools_unprepared_to_handle_diverse_english_learners.html">Schools Are Ill-Prepared to Educate 'Superdiverse' English-Learners</a></p>
<p><a href="http://www.edweek.org/ew/articles/2016/05/11/building-ells-literacy-early-is-crucial.html">Building ELLs' Early Literacy is Crucial</a></p>
<p><a href="http://blogs.edweek.org/edweek/learning-the-language/2017/10/early_education_for_young_dual_language_learners_weak.html">Early Education for Young Dual-Language Learners Weak in Many States, Report Finds</a></p>
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<br clear="all"><br>-- <br><div class="gmail_signature" data-smartmail="gmail_signature">=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+<br><br> Harold F. Schiffman<br><br>Professor Emeritus of <br> Dravidian Linguistics and Culture <br>Dept. of South Asia Studies <br>University of Pennsylvania<br>Philadelphia, PA 19104-6305<br><br>Phone: (215) 898-7475<br>Fax: (215) 573-2138 <br><br>Email: <a href="mailto:haroldfs@gmail.com" target="_blank">haroldfs@gmail.com</a><br><a href="http://ccat.sas.upenn.edu/~haroldfs/" target="_blank">http://ccat.sas.upenn.edu/~haroldfs/</a> <br><br>-------------------------------------------------</div>
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