Sometimes the most important problem to solve is not where the funds will come from for new manipulatives, but maybe the more important question is how an individual child will be reached at all. More and more in the educational system today, students are coming in to preschool with a lacking English language background. Bronwyn Coltrane, Center for Applied Linguistics, claims “Teachers in preschool and primary education programs all over the country may have English language learners in their classrooms” (Coltrane). These students are coming from homes where little to no English is being spoken. They come to the school systems to get a valuable education, but have no foundation in the language of the teacher to be able to make it very far. Research Consultant Karen Ford claims, “Early childhood education can play an essential role in preparing young English language learners (ELLs) for later success in school” (Ford). It can, but why is it not? These students may be highly intelligent, but the language barrier or the defiance created by over attention in the wrong area is causing these students to seem otherwise. It is a problem not of inability, but of lack of understanding. This lack of understanding is not just of the student in the language, but in the teacher’s lack of knowledge in how to deal with the student. All students are important and special. They all need to be reached in the best way possible. Sometimes new methods are needed in reaching these students.
There are several avenues that can be utilized in preparing as a teacher to deal with ELs (English Learners) or just dealing with the students in general. One suggestion is that the teacher needs to understand with what she is dealing. Having ELs in preschool is a very special problem. Some could argue that it is easier to fix at this stage than others because of the following fact, while others may argue that this fact makes the teacher’s job more strenuous. The fact is that the child is still learning to speak. “For children younger than 5, many aspects of their first language have not yet fully developed,” states CAL (Coltrane). Coltrane’s article shows that while Elementary ELs have some foundation to work from, preschool age ELs have to learn two languages at once (Coltrane). “Educators must keep in mind that young children do not have a fully developed native language on which to base the learning of a second. Children may not know certain vocabulary words, grammatical structures, or other language features in their native language before they learn them in English, in which case merely translating a word or phrase may be of little help to them” (Coltrane). Ford says, “Essential to any preschool program for ELLs is effective instruction in language development” (Ford). One way to help ELs is by understanding the fact of continuing development and providing instruction in developing vocabulary (in both English and their native language).
The English vocabulary could be easily developed in the classroom with some special one on one time with the student, but it can be wondered how to impact the other language development. The solution is easy. It is a solution that more and more teachers should be using for other problems or to prevent problems—parental involvement. “Because parents are their children’s primary teachers, it is essential for programs that serve young ELLs to build collaboration between parents and teachers,” argues Coltrane. Encourage the parents of the EL student to work with the student in their home language. “Encourage parents to talk and read to their children in their home language as a way of strengthening children's L1 [primary] language skills,” suggests Ford (Ford). The parent does not need to be just informed that they need to help, but encouraged. Encouraged does not mean just suggested to help over and over, but supplied with tools in which to use. Researching websites, recorded programs, and books to help in developing a child’s vocabulary is a great idea. Do not just recommend the parent do so, but research them as the teacher. Merely suggesting speaking to the child in their native language is great, but reading to the child is even better. This avenue also helps in literacy development. Again, do not just suggest it, but provide books for the parents to use. Using books that have been read to the student in class but changing the language can be a great conversation starter and connector for the child. For example, if the student appears to enjoy bits and pieces of “Are you my mother?” when read to him in English, try purchasing a Spanish version. Perhaps going along with the present topic and giving it to the parent to read. Ford says, “This makes L1 [primary language] text available to parents, and it lets them know that the teacher considers reading to children in the home language to be important” (Ford).
A third way to help support ELs could be the environment. An EL student usually comes in the school as a minority. Having posters in their language could be a help. Preschoolers normally cannot read in any language, but the poster could catch the parent’s eye. This can be a great calming factor for the parent and the child may sense that effect. It could also help if the parent feels led to share what they see with their child. “By valuing young English language learners’ native languages and ensuring that learning English is an additive process—not one that results in the loss of the native language—programs can provide a nurturing, supportive environment for children, which can lead to improved self-esteem and help foster positive relationships with parents and communities,” suggests Coltrane. Also Ford suggests- “Arrange the classroom in a way that supports each type of instructional activity that will take place, and then keep changes to the physical environment to a minimum” (Ford). This minimum could be because of the idea that this place is different and uneasy for them as a minority and constant change is unsettling.
Other ideas that could be utilized, in further research of effectiveness, could be proper discipline, language-rich communication, and group involvement. Proper discipline could be that ELs get enough attention being the minority. While they should not be allowed to roam free, a teacher should choose when to best pick their battles. There are other students and defiance can be created with constant over discipline. Language-rich communication is an idea that Ford pointed out about making sure full-sentences rich in vocabulary are used when communicating with the student or when encouraging student-to-student communication (Ford). Lastly, an EL will feel an outcast. They do not need to be made to feel more outcast. They need to be actively involved and encouraged to do so. Ford suggests partnering the EL with a child who speaks English very well (Ford).
ELs provide an extra stress onto English speaking teachers. The teachers may feel confused and ill-prepared. Any good teacher by reading Coltrane’s and Ford’s articles should be able to see things they already are doing, but also suggestions to improve their help. Although it would be great to have a bilingual teacher in the student’s language, they are at short supply. Therefore, English speaking teachers get the challenge of working with ELs. It is not an impossible task. Teachers can use these steps of understanding language development, encouraging parental involvement, and building an inviting and comfortable environment. They can also research other ideas discipline, communication, and group involvement in trying to better prepare them. Sometimes money is not the main problem, reaching the child is more important.
Works Cited
Coltrane, Bronwyn. "Working With Young English Language Learners: Some Considerations." May 2003. Center for Applied Linguistics. Digest. 29 March 2012.
Ford, Karen. 8 Strategies for Preschool ELLs' Language and Literacy Development. 2010. Web. 29 March 2012.
Outline
I. Introduction to dealing with ELs
II. Suggested Solutions
A. Understanding of Development
B. Parental Involvement
C. Helpful Environment
D. Other Simple Suggestions
III. Conclusion
Price Helps
*Posters and bulletin boards can range from $10 and up. (Education Express)
*Books can be purchased new and used for less than $1 and up. (amazon.com)
*Flashcards can range from $3 and up. (Education Express)
*A bilingual carpet in Spanish/English can be purchased from $274.95-$464.95 (Education Express)
*Charts ranging from $4 and up. (Teacherstorehouse.com)
*Spanish stickers from $2 and up. (Teacherstorehouse.com)
*Classroom labels in Spanish can be purchased for $12. (kaplanco.com)
