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Promising Practices Part I - Observing Dual Language Learners Handout

The document provides information about observing and instructing dual language learners. It discusses developing appropriate academic language, sociocultural context, and applying a 'can do' mindset when working with these students. It also includes sample observation and instruction reflection tools to help educators better understand students and improve their practices.

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amir
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Download as PDF, TXT or read online on Scribd
54 views

Promising Practices Part I - Observing Dual Language Learners Handout

The document provides information about observing and instructing dual language learners. It discusses developing appropriate academic language, sociocultural context, and applying a 'can do' mindset when working with these students. It also includes sample observation and instruction reflection tools to help educators better understand students and improve their practices.

Uploaded by

amir
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 11

Promising Practices Part I:

Observing Dual Language Learners


Thursday, October 13, 2016, 4:30 5:45 PM

Promising Practices Part II:


Instructing Dual Language Learners
Friday, October 14, 2016, 10:30 11:45 AM

Tricia Blanco
[email protected]

2016 Board of Regents of the University of Wisconsin System, on behalf of WIDA


Page 2
Developmentally Appropriate Academic Language
The receptive and expressive language required to fully participate in an early care and education (ECE)
program that entails age-appropriate understanding of the social, instructional, and academic language
of concept development used within an ECE environment; revolves around meaningful application of
specific criteria related to Linguistic Complexity at the discourse level, and Language Usage at the
word/phrase and sentence levels within the particular context in which communication occurs.
WIDA, Promising Practices, 2015

Sociocultural Context
The association of language with the culture and society in which it is used; during the early years; this
includes familys sociocultural context for language use and the relationships with adults in ECE and
community environments in which children develop language.
WIDA, Promising Practices, 2015

Can Do Philosophy
Linguistically and culturally diverse learners, in particular, bring a unique set of assets that have the
potential to enrich the experiences of all learners and educators. As these young children and students
learn additional languages, educators can draw on these assets for the benefit of both the learners
themselves and for everyone in the community. By focusing on what language learner can do, we send
a powerful message that students from diverse linguistic, cultural, and experiential backgrounds
contribute to the vibrancy of our early childhood programs and K12 schools.
WIDA, Can Do Philosophy, 2014

What does linguistically and


culturally diverse mean to
you?

How might a can do mindset


impact the way that we
interpret and talk about data
for dual language learners?

How is a can do mindset


currently applied in your
setting when focusing on
dual language learners?

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Observation is.

Language Observation is

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Sample Observation Tool

Childs name/age: _______________ Date: _______________Observer: __________________ Learning area/Topic: ______________________

Participants: ______________Summary of interaction: ________________________________________________________________________

Activity Interaction (Roles) Participation (Key Use) Resources


Meal time Listens only Express self Express feelings, needs, wants What is available and what does
Transition Initiates conversation Negotiate and invite the child access?
Teacher-directed Shares ideas Express awareness of rules
Routines Responds to questions
Child-directed Asks for clarification Recount Share past events; retell stories;
describe things, routines, events
Large group Asks for permission
Outdoor play Negotiates/problem-solves
Wonder about the world
Small group _____________________ Inquire Hypothesize and question; engage in
Other: problem-solving
Language child can understand (receptive): Language the child can use (expressive):
Please record both the language the child hears and his/her response: Please record language you hear the child use:
Word/phrase Sentence Connected Sentences Word/phrase Sentence Connected Sentences

Notes:

Reflection:

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Observing: Getting to Know the Child

How can I collect evidence to inform my instruction?


How can I analyze and interpret information about a childs learning and language use to inform my
instruction?

Reflection Questions:
1. For what purposes does the child use language in my classroom? (See WIDA Key Uses for examples of
purposes)

2. What role(s) does the child take? Does the child seem comfortable with this role? Is the role assigned
to the child or does the child choose the role? Is there a relationship between the roles the child takes
and the childs language competencies? If so, what is this relationship?

3. What language can the child use independently? What language do I think the child is ready to try
using?

4. What language can the child understand and what language is the child ready to hear and understand?

5. What are some things I will attend to in order to support the learning and language development for this
child?

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Observing: Reflecting on my Practices

How can I collect evidence to reflect on my practice?


How can I analyze and interpret information about my practice and language use to inform my instruction?

Reflection Questions:
1. For what purposes do I typically use language in my classroom? (See WIDA Key Uses for examples of
purposes) Does this differ at all when I am communicating with this child?

2. What roles do I typically take? Does this child seem comfortable with these role(s)? Is there a
relationship between the roles I take and the childs language competencies? If so, what is this
relationship?

3. How does my language use influence the language this child understands and/or uses?

4. What are some things I will attend to in order to support the learning and language development for my
dual language learners?

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Instruction is.

Language Instruction is

Page 8
Reflection and Planning Tool

Language Focus Child Curriculum Area Activities


Participation Demonstrated uses of language: Opportunities for participation for all Encouraged participation for all children:
children:
For what purposes is the
child using language Encouraged participation for focus child:
already?
What is an area of growth Area of growth: Plan:
in terms of participation that
fits with the content of my Family Connection/Future Learning and
instruction? Targeted participation for _______(focus Language Extension:
child):

Language Interaction Roles child currently takes: Encouraged roles for all children: Encouraged roles for all children:

What roles is the child


comfortable taking on Encouraged roles for focus child:
during language
interactions? Plan:
What is an area of growth Areas of growth: Encouraged roles for focus child:
in terms of language Family Connection/Future Learning and
interactions that fits with Language Extension:
the content of my
instruction?

Language Development Current language competencies: Opportunities for language development: Opportunities for language development:

How is the child currently


using language? Encouraged language use for focus child:
What is an area of growth
in terms of language Plan:
development that fits with Areas of growth: Encouraged language use for focus child:
the content of my Family Connection/Future Learning and
assessment? Language Extension:

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Teaching: Reflecting on My Instruction
What should I attend to during my teaching?

Reflection Questions

1. What area(s) of a childs language use should I attend to: participation, language interactions, and/or
language development? What is the rationale for my focus?

2. How does my planning take into consideration what I already know about the child?

3. What am I learning about myself as a practitioner and about the child as a language user from the in the
moment decisions I make?

Page 10
Notes:

Reflection:

1. What are your priorities for dual language learners?

2. What challenges do you see in your own work?

3. What opportunities do you see in your own work?

Page 11

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