Bilingual Learners Case Study

 To effectively support the bilingual learners in my classroom, I would make the content comprehensible for all students.  To teach language and content effectively I would consider all areas of lessons / activities.  When preparing lessons / activities I would ensure that my objects are clearly stated and displayed and adjust content to make it authentic and meaningful.  It is also important to build on the students' prior knowledge.  I would also ensure that I pronounce words and sentences properly to accommodate the varying abilities of the students'.  To help support all students' I would use a variety of strategies, hands-on activities, scaffolding, and provide multiple opportunities for the students' to discuss and interact with one another.  

Students learn a second-language through five stages: preproduction, early production, speech emergence, intermediate fluency, and advanced fluency.  The approximate time frame for the preproduction stage is zero to six months.  During this stage, bilingual learners have minimal comprehension, uses no speech, and uses body language to communicate.  The time frame for the early production stage six months to a year.  During this stage, bilingual learners have limited comprehension, produces one or two-word utterances, and use familiar words and phrases to communicate.  The approximate time frame for the speech emergence stage is about one to three years.  During this stage, bilingual learners have good comprehension, can produce simple sentences, and misunderstands jokes.  The approximate time frame for the intermediate fluency stage is about three to five years.  During this stage, bilingual learners have excellent comprehension and makes few grammatical errors.  The approximate time frame for the advanced fluency stage is five to seven years.  During this stage, bilingual learners have a near-native level of speech (Hill & Flynn, 2006).  

Some instructional approaches I would use to a second-language bilingual learner are using appropriate questioning and prompts, multimedia, and the Word-MES strategy.  Using appropriate questioning and prompts will help ensure that bilingual learners are engaged and motivated to learn.  Using multimedia can be very assisting and useful to bilingual learners.  The Word-MES strategy was developed by Jane Hill.  This strategy is used to enhance language development. 

References 

Hill, J. D. & Hill, K. M. (2006). Classroom instruction that works with English language learners.  Retrieved on October 13, 2013, from: http://www.ascd.org/publications/books/106009/chapters/The-Stages-of-Second-Language-Acquisition.aspx

Language Acquistion

Knowing the phonetic alphabet is important when helping students with this difficulty and how it is used to represent sounds.  It is important because with out understanding the phonetic alphabet children will have an extremely difficult time with writing and reading.  The phonetic alphabet represents the individual sounds in our language (Rowe & Levine, 2012). 


Two language acquisition theories that could apply to this scenario are the Secondary Cognitive Plane and phonology. 

The Second Cognitive Plane states that first and second language are stored in different parts of the brain.  A child may retrieve information with his / her primary language to gain a deeper understanding of his / her second language comprehension.  This could cause a problem because it would provide inaccurate information (Rowes & Levine, 2012). 

Phonology acquisition is acquired by babies learning the sounds of their primary language.  Individual languages have specific sounds that are learned at a young age.  The older children become, the more difficult it can become to effectively learn phonics.

 The types of questions I would ask to elicit ideas to help with my bilingual learners are...

1. How do you motivate and encourage bilingual learners in your classroom?
2. What strategies work best for you when teaching the phonetic alphabet to bilingual learners?
3. What do you feel is most challenging when teaching bilingual learners?

References

Rowe, B. M. & Levine, D. P. (2012). A concise introduction to linguistics, (3rd Edition). Boston, MA: Pearson   

Time Well Spent

The three things that I have learned from this program are...
1) networking with other professionals is critical as an early childhood professional.  So much is gained from communicating and collaborating with others. 
2) my dedication and passion for the early childhood field makes a difference in the lives of the children and families I serve.
3) Reflection is key to my success.

My long-term goal is to obtain my certification to become an English for Speakers of Other Languages teacher.  I have already began the process by registering for two classes. 

I would like to take this opportunity to thank Dr. Teri and all of my colleagues for all of your support, feedback, and encouragement.  If it were not for all of you I would not have been able to accomplish all that I have.

Thanks again! I wish all of you the best of luck with all of your future endeavors.

International Jobs / Roles in the Early Childhood Field

The United Nations Children’s Fund (UNICEF) has 15 job openings related to education.  The job that I was most interested in was an Early Childhood Development Specialist.  This job is located in Kenya.  The qualifications needed for this job opportunity are an advanced degree in education or a related field, eight years of related experience at national and international levels, and fluency in English as well as another UN language. 

Currently, Save the Children has 17 international job opportunities available currently.  The job opening that caught my eye was the Education Programme Manager position.  This position is in Lebanon.  The qualifications needed to fill this position are a degree in a related degree in related field or equivalent work experience, 3 years of working with an NGO in emergency education, experience of staff training and capacity building of organizational staff and partner staff, flexible, adaptable, ability to improvise, results orientated, familiarity with SPHERE standards guidelines and other humanitarian standards, ideally fluency in written and spoken Arabic, and strength in interpersonal communication and presentation skills.  

The Academy for Educational Development currently has 97 job opportunities available at this time.  The job that seemed most interesting to me is the Technical Advisor I, Monitoring & Evaluation position.  This job opportunity is located in Equatorial Guinea.     The qualifications required are a master’s degree in education or a related field, 10 years of relevant international experience required, professional work experience or equivalent combination of education and work experience, demonstrated experience in working in quality improvement at the classroom level, teacher training, curriculum development, materials development, and support of inspectors in active learning methodologies, fluency in Spanish, and working knowledge of English, knowledge of formative evaluation in education projects, knowledge of statistics and statistical software for education research, ability to work in challenging country context, ability to interact with diverse groups, including: clients, teachers and community leaders of various cultures, cross-cultural communication skills, ability to work in teams and build consensus with individuals at all levels, excellent interpersonal skills: openness to sharing and listening to new ideas, ability to work independently and meet deadlines, ability to be flexible and adapt to changing priorities, and excellent oral and written communications skills.  

References

https://careers.unicef.org/sap/bc/webdynpro/sap/hrrcf_a_posting_apply?PARAM=cG9zdF9pbnN0X2d1aWQ9NTFGQTk4OUU3MkEyNEFGNkUxMDAwMDAwOUU3MTBGMEYmY2FuZF90eXBlPUVYVA%3d%3d&sap-client=100&sap-language=EN&sap-accessibility=X

http://www.savethechildren.net/jobs/job-details/613

https://ch.tbe.taleo.net/CH12/ats/careers/requisition.jsp?org=FHI&cws=1&rid=3194

Jobs and Roles in the ECE Community: National / Federal Level

The National Council of Teachers of English (NCTE) currently has two job openings.  The positions which NCTE is seeking to be filled are an Administrator Liasion and Senior Developer, Strategic Marketing.

The qualifications required for the Administrator Liasion position are:

• Having experience as a literacy educator at high school and college level.
• Bachelor’s degree in English, Education, or Business-related field.
• Experience working in an administrative role with a non-profit membership organization, a learned/scholarly society, or publisher/entertainment media company targeting high school or college educators.
• Experience in orienting and supporting volunteer group leaders, documenting decisions, or interpreting governance policies.
• Experience designing presentations, articles, or invitational messages for teachers based on interpretation of research trends or audience feedback.
• Experience and expertise working in a social network environment for professional purposes.
• Functioning as a consistent contributor and effective decision-maker in a collaborative, goal-focused, team-centered work environment.  

The skills and experience needed for the Senior Developer, Strategic Marketing position are:

• Having a Bachelor's degree in a related field
• Experience as a senior marketing professional in a not-for-profit organization. 
• A proven track record in membership and revenue growth. 
• Strong analytical, writing, and communication skills.
• Ability to establish and maintain, and adhere to budgets.
• Ability to maintain effective relationships with management, employees, and the general public. 
• A deep understanding of NCTE's mission.
• The ability to travel. 
• Expertise with using the full range of promotional media. 

The National Council of Teachers of English appealed to me because of their core values and their recognition of bilingual and bi-cultural education as basic components of the English Language Arts field.  Their core values include writing, literature, Integrated Language Arts, diversity, knowledgeable and caring teachers, advocacy, and public education.
 
Neither of these job opportunities interest me.  I have no experience with teaching at a high school or college level.  Nor do I have experience with marketing.

 
The Teachers of English of Speakers of Other Languages (TESOL) International Association does not have any job opportunities available.  TESOL International Association is mostly ran by member volunteers.  However, TESOL International Association provides many resources to help one find a job in the English of Speakers of Other Languages (ESOL) field. 

The TESOL International Association appealed to me because of their mission to advance professional expertise in English language teaching and learning for speakers of other languages worldwide. 



Currently, the U.S. Department of Education: Office of English Language Acquisition (OELA) does not have any job opportunities available at this time. 

It was the Office of English Language Acquisition's mission that appealed to me.  Their mission states that they "provide national leadership to help ensure that English language learners and immigrant students attain English proficiency and achieve academically" (OELA, 2013).  




References

http://www2.ed.gov/about/offices/list/oela/index.html

http://www.ncte.org/jobs

http://www.tesol.org/about-tesol/association-governance/mission-and-values

Exploring Roles in the ECE Community: Local and State Levels

It was difficult for me to locate local organizations or communities of practice (CoP) which appealed to me.  However, it was easier for me to locate state organizations or communities of practice.  The organizations / communities of practice that I found were the American Civil Liberties Union of Maryland, the Association of Community Organizations for Reform Now, and Advocates for Children and Youth. 


These organizations appealed to me because they are in the state in which I teach in, promote meaningful educational opportunities and experiences, promote and improve programs and policies, and support Maryland’s children and families to live a life free of discrimination.  

Currently, Advocates for Children and Youth does not have any job opportunities available at this time.  I could not locate any available job openings with the Association of Community Organizations for Reform. The American Civil Liberties Union of Maryland has two job openings at this time.  The current positions are a Development Associate and Public Policy Associate. However, neither these jobs appeal to me. 

http://www.acy.org/articlenav.php?id=8

 

http://www.aclu-md.org/about

http://www.acorn.org/

Reflecting on Learning

It is hard to believe we are at the conclusion of yet another course.  This course has helped me gaining a deeper understanding of the strategies available for working diverse children.  My most passionate hope for my future as an early childhood professional and for the children and families for whom I work with is to provide a safe, secure, supportive learning community. 






 

I would also like to take this opportunity to say THANK YOU to all of my colleagues.  I have enjoyed working with you all and appreciate
all of your help and support throughout the last eight weeks.  I wish you all the best of luck on your continued journey as an anti-bias educator!

Impacts on Early Emotional Development

I chose to explore West and Central Africa.  I chose this area to explore because my school as a large population of children from this region.  Learning about this area will help me become a more knowledgeable and understanding teacher to these children.

Some of the challenges the children in this region of the world are confronted with having their rights violated daily, diseases, malnutrition, poverty, violence, and AIDS.  According to United Nations International Children's Emergency Fund (UNICEF, n.d.), 40% of children in this region do not go to school due to poverty or traditional beliefs.  Abuse and exploitation are some ways these children are having their rights violated daily.  Some of the diseases which impact the children of this region are diarrhoeal disease, malaria, and other vaccine preventable diseases. 

These experiences would affect a child's development and emotional well-being.  Children who suffer with these challenges may have more difficulty with demonstrating self-awareness, confidence, family pride, and positive social identity.  These children may also have difficulty with expressing comfort and joy with human diversity and creating and keeping deep, caring human relationships.  These experiences may also affect how these children demonstrate empowerment (Derman-Sparks & Olsen Edwards, 2010). 






References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Assocation for the Education of Young Children (NAEYC). 



UNICEF. (n.d.) Children in West and Central Africa. Retrieved on June 22, 2013, from:
http://www.unicef.org/infobycountry/index.html.

The Sexualization of Early Childhood

The topic of sexualization of early childhood is disstressing to me.  Sexualization has a negative impact on a young child's development which could have a life-long impact on developing compassionate relationships .  Children have many influences which effect their identity of themselves and others including music, television, advertisements, toys, clothing, media, and dominant culture.  Everywhere you look there are invert and overt messages about sex, being sexy, and looking sexy.  Children are inundated with messages of sex at very early age .  This will in turn have a negative impact on a young child's identity development (Levin & Kilbourne, 2009). 

On many television shows and movies the characters are mostly thin, beautiful, and dressed in beautiful clothing.  This message tells young children that they must look like and be like this to be accepted and happy.  This is the wrong messages to send.  Young children should be taught to respect and accept themselves and others for who they are not what they look like or wear. 

If you were to walk down the aisle in a toy story full of dolls, they all have large breasts, small waists, and are skinny.  These dolls all have makeup on and beautiful long hair.  Again, this is a negative message that is sent to young children that they must look and dress a certain way to fit in. 

Listening to the radio you will also hear about sexualization.  It is everywhere.  The DJ's talk about sex, cheating, being drunk, and other topics related to sex.  The more that young children hear and see about sex will lead them to believe that their relationships are supposed to be like that too.  And that is not the truth. 

Walk down any aisle in a girls clothing section of a store, you will see short shirts, short skirts and dresses, low cut bathing suits for young children.  It is sad to see that young children's clothing is promoting them to show off their bodies.  Young children should not have the burden of worrying about whether they look "sexy" in their clothing. 

To reduce the negative impact of sexualization on young children I would teach them to respect themselves for who they are.  In the classroom I would only use specific materials and visuals which promote a healthy and positive identity development for the children.  I would not have or use materials that promotes or encourages being sexy or masculine.  I would encourage all children to try all activities.  I would also provide specific activities that allow each child to explore similarities and differences (Derman-Sparks & Olsen Edwards, 2010). 

The ways in which my awareness has been influenced by studying this topic has reminded me about the importance of intentionally and authentically teaching children about stereotypes and biases.  For children to grow up with a positive identity, teachers and families must teach children honestly and age appropriately.  Young children need to be able to talk to trusting and supportive adults who will answer questions and clear up confusion (Levin & Kilbourne, 2009). 


References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).  


Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved on June 14, 2013, from: http://dianeelevin.com/sosexysosoon/introduction.pdf

Evaluating Impacts on Professional Practice

A consequence that I might expect for the children and families with whom I work with while I experience -isms in my own life is religion.  Not having a strong background in religion myself, may cause barriers.  It is important that I recognize this and reflect on how to knock down this barrier.  Children need to create strong, meaningful, and supportive relationships with adults.  If I allow my --isms interfere with the children's growth, development, and well-being, there will be a negative affect.  It is important for me to take the time and learn about each child's religion in classroom to ensure positive growth, development, and learning.  Learning about the religions of each child in my class will help me to create an authentic, caring, and compassionate learning environment for all. 

Observing Communication

My observation took place at the public library play park.  There were two young boys, both under five years old.  They were with their father.  First, the father was swinging the boys on the swings.  As the little boy communicated about his tiger hunting adventure, he used his body.  His father listened intently while accepting what his son was saying.  After his son finished telling about his adventure, his father asked him some questions about his adventure.  He asked him where he went tiger hunting and then continued to ask his son questions about tigers.  They discussed where tigers live, how they hunt, and their sharp claws and teeth.

The father was sensitive and receptive (Laureate Education, Inc., 2011) to his son who shared his adventure.  However, the father did not include his other son in the conversation.  The conversation should have encompassed both children.  No one should feel or be excluded.  He could have asked other son questions like "How do you think a tiger catches its food?"or "Why do you think tiger have sharp claw and teeth?" (Rainer Dangei & Durden, 2010). 

My thoughts with regard to how the communication interaction I observed may have affected the children's feeling and / or any influences it may of had on the children's sense of self worth vary with each child.  The son who the father engaged in conversation with feel respected, accepted, and heard (Laureate Education, Inc., 2011).  His sense of self worth would be positive and valued.  The other son who was excluded from the conversation feelings and self worth would be affected in a negative way.  The father was not receptive of his son.  He should have taken the time to include his son. 

As an early childhood professional, I could improve my communication with young children by slowing down. I feel that when I communicate with children I am sensitive to their feelings / ideas and that I am accepting of all children (Laureate Education, Inc., 2011). 

References 

Laureate Education, Inc. (Executive Producer). (2011). Building on children's strengths. [Multimedia]. Baltimore, MD: Author. Retrieved on May 22, 2013, from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2819834_1%26url%3D


Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81. Retrieved on May 23, 2013, from: http://ehis.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=2b775bc6-201b-49c5-a1e3-e11095ebd220%40sessionmgr12&vid=2&hid=16

Creating Affirming Environments

To create an affirming learning environment I would reflect on how I could create a caring, consistent, and positive relationship with each child and family (Derman-Sparks & Olsen Edwards, 2010).  I would want my home family day care to have specific areas for each child and family to feel secure and supported.  The areas would include a welcoming, learning, eating, playing, and calming areas.  The welcoming area would allow families and children to feel warm, comfortable, respected, and valued at the home family day care.  There would be pictures of all the families of the center displayed in this area.  In the welcome area there would be an area dedicated to families to communicate any information / concerns / questions they have.  In this area there would also be a place dedicated to one family a month to share their culture.  The learning area would provide space for the children to learn during circle time.  The play room would be a large area where the children could strengthen their gross motor skills.  The calming area / room would provide children the opportunity to calm themselves, express their emotion and / or feeling, and to feel comfortable.  This room will provide children an safe and comfortable place to transition (Laureate Education, Inc., 2011).  All materials, visuals, and physical arrangement of the center would be intentionally chosen to support each child and family.  All books, puzzles, music, media, dolls and figurines, props, art materials, blocks, and posters would promote anti-bias education.     

I would want to create an affirming learning environment to provide each child the opportunity to flourish to their fullest ability.  Providing each child with a secure and supportive environment to grow, and learn will help each child to develop a positive self-identity of them-self and others, express joy and comfort with diversity, recognize inequity, and have the skills to exploit against bias, stereotypes, and discriminatory actions.  The materials, visuals, and physical arrangement would be carefully thought out to ensure that each child and family have an equal opportunity to grow, develop, and / or grow to their fullest potential.  The materials and visuals in the center would represent each child and family and other diverse families structures.  The intentional selection of the materials and visuals is to ensure no family feels invisible (Derman-Sparks & Olsen Edwards, 2010).

Resources

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC). 

Laureate Education, Inc. (Executive Producer). (2011). Building on children's strengths. [Multimedia]. Baltimore, MD. Retrieved on May 14, 2013, from: https://class.waldenu.edu/webapps/portal/framset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Fytpe%3DCourse%26id%3D_2819834_1%26url%3D

What I Have Learned...

I would like to say THANK YOU to all of my colleagues for your support and guidance.  I wish you the best of luck on your continued journey.



Resources

You Tube. (2009). War / No more trouble. Playing For Change. Retrieved on April 23, 2013, from: http://www.youtube.com/watch?v=fgWFxFg7-GU

http://24.media.tumblr.com/tumblr_md5scfzUsB1rd0luxo1_500.jpg

Diversity and Art

                                                         One Love: Playing for Change


References
 
Retrieved on April 20, 2013, from: https://www.google.com/search?1=diversity+poems

Youtube. (2009). One love: Playing for change: Song around the world. Retrieved on April 20, 2013, from: http://www.youtube.com/watch?v=4xjPODksI08

Seeing Diversity: Race, Ethnicity, Physical Ability and Characteristics

At a local store a few months ago  a young white girl about three years old ran up to another little girls who was Hispanic and about five years old.  The three year old was very happy running towards the Hispanic girl and yelled "Dora".  The father of the three year old ran to her quickly and apologized to the other girls father.   The father said "de nada", which means think nothing of it.   Even though, the father of the three year old apologized and the other father said de nada.  I could tell that both parents were embarrassed about what had just occurred.  

The message that could have been communicated to the children from the adult was a mixed message.  The children were sent the message to be polite to one another but the body language and facial expressions of the fathers said differently. 

As an educator, I would have responded to the children and used this opportunity as teachable moment.  I would have stayed calm and explored the children's feelings about this situation in a positive way.  Also, I would use child appropriate language when talking with the children (Derman-Sparks & Olsen Edwards, 2010).

References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves.  Washington, DC: NAEYC