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There are many questions and challenges educators encounter when designing instruction that utilizes non-English languages for multilingual learners. Diverse languages are often brought into the classroom, but it’s not always clear as to how to use them in meaningful, intentional ways as part of instruction. According to an article in Young Children by
Christopher J. Wagner, Jeein Chung, Chelsea Kim, and Yaritza Perdomo, these questions are “relevant to early childhood teachers because the language development of all children, including multilingual learners, is influenced by the quantity, diversity, and sophistication of the language children are exposed to in and outside of school.” The use of multilingual learners’ home languages in literacy learning can also lead to stronger reading skills.
It’s important to promote curiosity and engagement in instruction for Pre-K children. Dual language and non-English books are a great way to support learners’ development of language awareness. Using these texts also creates empathy among children and “fosters their social and emotional learning,” say the authors. Additionally, these texts build connections between the home and community, and a respect for other languages and people who speak them. The article offers five practices that can be adapted to individual classrooms, depending on learning goals and children’s current knowledge.
1. Explore Culture and Language. Dual language and non-English books can be used to connect children’s and teachers’ knowledge with their own cultures. Educators can craft activities that connect with their knowledge. One researcher read The Name Jar, by Yangsook Choi, to her class, sharing knowledge of her own identity and Korean culture. Afterwards, children learned how to say her name in Korean.
2. Engage in Joint Reading. Reading dual language and non-English books can be helpful, especially if educators are comfortable reading a language other than English. Children will often use information in a book other than the words (such as information in pictures) to gather meaning. “When used this way, dual language and non-English books position both monolingual and multilingual children as problem solvers who use elements of the text to learn the meaning of new words,” say the authors. Children are also able to practice with comprehension strategies.
3. Share a new language. If teachers are fluent in languages other than English, reading a book in a new language lets children experience something exciting and eye-opening. Educators might read the text in the non-English language first, and again in English. This encourages children to make predictions.
4. Invite multilingual guest readers. Dual language and non-English books are a great reason to invite guest readers to the classroom. Multilingual guests from children’s families or from the community demonstrate the importance of multilingualism to children.
5. Make books accessible for children to find and explore. When children are able to find these texts around the classroom, it encourages children to “investigate language on their own terms.” Educators should include books in a diverse range of languages.
These practices help children feel empowered while embracing different cultures in equitable Pre-K classrooms.
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