english learner roadmap for young dual language learners

CALIFORNIA DEPARTMENT OF EDUCATION

Tony Thurmond, State Superintendent of Public Instruction

California’s

English Learner Roadmap for

Young Dual Language Learners

TONY THURMONDState Superintendent

of Public Instruction

Introductions

Luis Rios, Ph.D., Bilingual Consultant

Early Learning and Care Division

California Department of Education



Participant Introductions

Please share:

• Your name and role

• In what ways do young Dual

Language Learners (DLL) impact

your work?



Educational Equity – The

California Way: The Promise of

Bilingualism

In California:• There were 249 languages

spoken in 2013, an increase

of 17 percent since 2000.

• English and Spanish remain

the most commonly spoken

languages.

• Fifty-seven percent of

children birth through age five

live in a household where

English is not the primary

language.4



The California English Learner

Roadmap Policy

California English Learner (EL) Roadmap State

Board of Education Policy (K-12):

The policy is available on the California

Department of Education (CDE) EL Roadmap

web page at https://www.cde.ca.gov/sp/el/rm/.

https://www.cde.ca.gov/sp/el/rm/



California’s Vision of Success for

English Learners: English

Learner Roadmap

English learners fully and meaningfully

access and participate in a 21st century

education from early childhood through

grade twelve that results in their attaining

high levels of English proficiency, mastery

of grade level standards, and opportunities

to develop proficiency in multiple

languages.

6



Background Information

“There is no equality of treatment merely by

providing students with the same facilities,

textbooks, teachers and curriculum…for students

who do not understand English are effectively

foreclosed from any meaningful education…”

Lau v. Nichols, Supreme Court



California’s Chacon-Moscone

Bilingual-Bicultural Education Act of

1976

• Established bilingual classes wherever 20 or

more of same language per grade level (K-12)

• Set teacher certification requirements and

mandated “appropriately trained teachers”



1978: Castañeda v. Pickard

• Based on sound research or educational

theory

• Implemented effectively with resources for

personnel, materials, etc.

• After trial period, proven effective in overcoming

language barriers to equal educational

participation and opportunity



Significant Events

• 1981: Language Acquisition Theory (Krashen)

• 1986: English made official language in

California with Prop. 63, and Bilingual

Education Act allowed to sunset

• 1998: Prop. 227 passed. Structured English

immersion as default programs.

• 2001: National Reading Panel, Reading First



2017 National Academies of Science,

Engineering, and Medicine (NASEM)

Report on English Learners Released

• Importance of the early years zero to eight

• Proficiency takes four to seven years

• Importance of DLL development

• Biliteracy confers benefits

• Dangers of language loss



Main Conclusion from NASEM

• “One of the greatest challenges in the

education of DLLs/ELs is the opposing view

held by society at large and many educational

professionals about whether dual language

learning should be supported in a child’s

development and in classrooms, and a major

barrier to implementation of best practices is

due to fears, misunderstandings and competing

attitudes about the benefits of bilingualism and

dual language learning.”



Why a Roadmap?

• Research consensus

• Over 1.3 million English learners in California’s

schools

• Persisting achievement gaps, access gaps, and

challenges for English learners

• Sixty percent of children ages zero to five are

DLLs

• New state and federal standards (ESSA, Prop.

58)



California English Learner Roadmap

Policy Purpose• Desire for more aspirational, inspirational vision

and policy

• Needed to “move the needle” in EL programs

and services

• Guidance and direction for continuous

improvement

• For tools, crosswalks, LCAP, guidance policy

documents (e.g. early learning and care)



Vision

• English learners fully and meaningfully access

and participate in twenty-first century education

from early childhood through grade 12 that

results in their attaining high levels of English

proficiency, mastery of grade level standards,

and opportunities to develop proficiency in

multiple languages. (Page 1)



Mission

California schools affirm, welcome, and respond

to a diverse range of English learner strengths,

needs, and identities. California schools prepare

graduates with the linguistic, academic, and

social skills and competencies they require for

college, career, and civic participation in global,

diverse, and multilingual work, thus ensuring a

thriving future for California. (Page 1)



Reflection Activity

Experience in working with diverse and

linguistically diverse classrooms or settings



Highlights of the California English

Learner Roadmap

• Principle 1: Assets-Oriented and Needs-

Responsive Schools

o Languages and cultures, family/partnerships, inclusive

• Principle 2: Intellectual Quality of Instruction

and Meaningful Access

o Developmentally appropriate learning experiences



Highlights of the California English

Learner Roadmap (2)

• Principle 3: System Conditions that Support

Effectiveness o Levels include preschool, school, district, county, and state;

streamlined system to ensure capacity building, valid reliable

assessments, adequate resources, and effective leadership

in schools

• Principle 4: Alignment and Articulation Within

and Across Systemso ELs from early childhood through grade 12 focus on

alignment, articulation and cross-systems in public schools



Crosswalk

to

Early Learning and Care



Dual Language Learners

Professional Development Grant

• The Early Learning and Care Division (ELCD)

funded the Dual Language Learners Professional

Development Grant (DLL-PD) to offer professional

development activities for providers serving

infant/toddlers, family child care, and preschool-

age children.

• The CDE and ELCD’s contracted programs,

Quality Counts California consortium

• CalWORKs or Alternative Payment Vouchers




Professional Development Grant (2)

Central Valley, Fresno Unified School District

• Cohorts for training on infant/toddlers and preschool-

age children

• Personalized Oral Language Learning (POLL)

Strategies (Linda Espinosa).

• Contact: Maria Ceballos,

[email protected], 559-457-3623.

mailto:[email protected]




Professional Development Grant (3)

Sobrato Early Academic

Language (SEAL)

• Six cohorts for training on

preschool DLLs.

• Biliteracy development skills

and DLLs in Prek-12 Model

• Contact: Anya Hurwitz,

[email protected], 408-

426-5267





Professional Development Grant (4)Preschool Guided Language Acquisition Design (GLAD®)

• Eighteen cohorts for teachers, Trainer of Trainer cohort,

Administrator training

• Promotes English language development, second language

acquisition, language-rich learning activities, cross-cultural

respect, and value of the home language.

• Contact: Christie Baird at [email protected], 714-327-8181.





Professional Development Grant (5)Online-Format: California State University,

Channel Islands

• Courses: Introduction to Dual Language

Learning Part I, Introduction to Dual Language

Learning Part II

• In English and Spanish, Community of Practice

(CoP) component

• Language learning in the early learning and

care settings

• Contact: Carola Oliva-Carson,

[email protected], 805-437-3689





Professional Development Grant (6)Online-Format: California Preschool Instructional

Network (CPIN)

• Three DLL courses (Linda Espinosa)

• Understanding the development of DLLs in early

childhood education settings

• Engaging families of young DLLs

• Assessment methods and tools for young DLLs

• Contact: Melinda Brookshire, [email protected],

805-465-4412





Professional Development Grant (7)Faculty Initiative Project, WestEd

• Materials developed for DLL-specific content for California

Community College and California State University faculty

(Linda Espinosa/Marlene Zepeda)

• Publications and resources from the CDE and ELCD related to

DLLs

• Contact: Caroline Pietrangelo-Owens, [email protected]


english learner roadmap for young dual language learners

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