In today's world, most preschool classes include children whose home language is not English. Teachers of English Language Learner (ELL) children are challenged to adopt the best teaching practices for all children in their class.
A debate between a dual language or an English-only approach has raged for years but now there is growing research evidence that dual language practices yield the best results for the development of all children in preschool classrooms. Young children are very capable of learning two languages and will reap long-term benefits from becoming bilingual.A recent Policy Brief published by the Foundation for Child Development summarizes research evidence that challenges common beliefs about how to best support young children who are learning English as their second language. Two highlights include:
• It is not true that “learning two languages during the early childhood years will overwhelm, confuse, and/or delay a child's acquisition of English”. Recent research proves the opposite to be true. “The development of two languages during the early years benefits the brain through the development of greater brain tissue density in areas related to language, memory, and attention”.
• It is also not true that “total English immersion from prekindergarten through third grade is the best way for a young English language learner to acquire English”. Current research provides strong support for dual language instruction during the early years. When children, ages three to eight, receive systematic learning opportunities in their home language and in English they consistently outperform those who attend English-only programs.
While this research may end the debate about best teaching practices to support ELL children, it leaves us with the challenge of how to achieve a dual language approach when the majority of preschool teachers are not bilingual. On a long-term basis we need to promote bilingualism for early childhood teachers. Short-term we must help teachers adopt practices that support ELL children and introduce English speaking children to the concept of another language.
Essentials for Child Development Associates Working with Young Children, 2nd Edition provides a quick way to teachers to review the stages of language acquisition and best practices for helping children learn to speak, listen, and increase their vocabulary in any language (pages 300-307). Then read on to review ways to teach preschool children more than one language (pages 308-312).