BILINGUALISM IN EARLY

CHILDHOOD EDUCATION

Dominican University of California

Laura Hartmann
 “ONE LANGUAGE SETS YOU IN A
CORRIDOR FOR LIFE. TWO LANGUAGES
OPEN DOORS ALONG THE WAY. “     

Frank Smith
Moreno, J. B. (2012). ¿Only English? How Bilingual Education Can Mitigate the Damage
of English-Only. Duke Journal of Gender Law & Policy, 20(1), 197–220. Retrieved from
https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=90307624&site=eds-live

• English acquisition in public schools of the U.S.

• language diversity  problem or a social liability
• powerlessness and vulnerability
• immigrant children learn English faster if they use their heritage language skills while
learning a new language
• strong forms of bilingual education – cultivating
• weak bilingual education programs – replacing  
Rodríguez, M. V. (2015). Families and Educators Supporting Bilingualism in Early Childhood. School
Community Journal, 25(2), 177–194. Retrieved from
https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1085717&site=eds-live

• case study
• three Hispanic families and educators
• academic research and personal insight
• rationale for bilingualism
• maintain the families’ roots
• cognitive and economic advantages
• different strategies
Spodek, B., & Saracho, O. N. (2006). Contemporary Perspectives on Language Policy and Literacy
Instruction in Early Childhood Education. Charlotte, N.C.: Information Age Publishing. Retrieved
from https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=469817&site=eds-live

• contemporary and historical perspectives on language policies

• English as the dominant language
• no support for other language than English
• focusing on early childhood education
• The earlier education starts the better
• examples from real life cases for teachers
Workman, R. (2015). English-Only Movement in the USA - Is there hope for language
tolerance? Annual of Language & Politics & Politics of Identity, 9, 131. Retrieved from
https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=126241276&site=eds-live

• American identity in connection to English-Only classes

• circumstances and grounds of the English-Only movement
• the role of English enacted in various public institutions such as schools
• political aspects
• American identity, values, and culture
• connection to Hispanic minority population in California
• language as a tool of power
• “if multilingualism is endorsed, it encourages proficiency in other languages and brings
professional success (Workman, 2015) “
Ramirez, A. G. (1985). Bilingualism Through Schoolin : Cross Cultural Education for Minority and
Majority Students. Albany: State University of New York Press. Retrieved from
https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=7712&site=eds-live

• theoretical reflections on education in elementary schools

• education of children of minorities
• method of bilingual teaching
• language diversity, language maintenance and shift
• benefits of multilingualism
• compensatory and enrichment bilingual program
• cultural aspects of language
 intends to provide equal access to educational
opportunities for all students

empowering education

overall goal is to make students ready for college or

LAUREL DELL a career

more than that 70% of the school population at

Laurel Dell are English learners, predominantly
Spanish-Speakers

80% LatinX students

 schools provide children with little opportunities to
receive instructional support in their home language
other than English

English only

if multilingualism is endorsed, it encourages

LANGUAGE proficiency in other languages and brings professional
success

Right to learn how to write, read, and speak in their

native language and English

children learn English faster if they use their heritage

language skills while learning a new language
 CULTURE

FAMILY ROOTS LANGUAGE AS PART DIFFERENT POSITIVE ATTIDUTES

OF CULTURE CULTURES AS OF TEACHERS
ENRICHMENT
 as Laurel Dell  empowering
education

ethical issue of the privilege of

education
LANGAUE AS A
TOOL OF POWER
non-English speakers experience
powerlessness and vulnerability

suitable education program

 in my opinion, children
research has scientifically should have the opportunity
proven the positive impact to be able to write, read and
of bilingual education speak in English and their
native language

as language is a tool of
bilingual classrooms are not
power, I also want to
SUMMARY only about language 
appreciating and learning
discuss the English-Only
policy in American
about cultures
classrooms

“How does bilingual

education affect English
Learners in early childhood
education?”
 SOURCES

• California Department of Education. (2018). School Accountability Report Card for Laurel Dell Elementary School. United States.
Retrieved from http://srcsca.schoolloop.com/file/1229223244065/1346923059999/4500094234117861020.pdf
• Moreno, J. B. (2012). ¿Only English? How Bilingual Education Can Mitigate the Damage of English-Only. Duke Journal of Gender Law
& Policy, 20(1), 197–220. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=90307624&site=eds-live
• Ramirez, A. G. (1985). Bilingualism Through Schoolin : Cross Cultural Education for Minority and Majority Students. Albany: State
University of New York Press. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=7712&site=eds-live
• Rodríguez, M. V. (2015). Families and Educators Supporting Bilingualism in Early Childhood. School Community Journal, 25(2), 177–
194. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1085717&site=eds-live
• San Rafael City Schools. (2016). Laurel Dell Elementary - 2015 - 2016 Single Plan for Student Achievement. United States. Retrieved
from file:///C:/Users/Win10/Downloads/VI_7_ExhibitDLaurelDell_0.pdf.
• Spodek, B., & Saracho, O. N. (2006). Contemporary Perspectives on Language Policy and Literacy Instruction in Early Childhood
Education. Charlotte, N.C.: Information Age Publishing. Retrieved from
https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=469817&site=eds-live
• Workman, R. (2015). English-Only Movement in the USA - Is there hope for language tolerance? Annual of Language & Politics &
Politics of Identity, 9, 131. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=126241276&site=eds-live