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Profiles

Supporting the Development of English by Young English Language Learners ELL Module 3

Event Description

There are shifting demographics across our country that change the way early care and education professionals introduce language in their environments. Currently there are over 110 languages spoken in Ohio and studies have shown that supporting children's home language in their early learning and education settings is a critical component to optimal language development. Come to this session to find out how bilingualism is defined, what the stages of development are for children learning more than one language, and how you can best support these children even if you only speak one language yourself. This session is Module III of the five part series on supporting young English Language Learners.

Sessions / Training Location Info

13 Nov, 2020 | 9:00 am - 12:00 pm

Session Being Hosted At:
Virtual Training - Virtual Training Cincinnati 45212 Hamilton (directions)

20 Nov, 2020 | 9:00 am - 12:00 pm

Session Being Hosted At:
Virtual Training - Virtual Training Cincinnati 45212 Hamilton (directions)

Instructor(s)

Jung-Hwa Chin

Event Information

Contact Hours	6.00
Training approved for	OA-L1
Registration deadline	Nov 11, 2020
Number of open seats	23
Event Contact
Contact Email
Contact Phone

Topic Areas

Target Audience	Classroom Staff / Teacher,Staff working with children with special needs,Program Administrator,Family Child Care
Age Groups related to content	Infants,Toddlers,Preschoolers
Core Knowledge Area	N/A
Child Development Associate Area	To advance physical and intellectual competence
Early Learning and Development Standards	Language and Literacy Development
Assessment Type	Reflection Small group activity Journal Individual activity

Objectives

Objective #1

Objective: Define bilingualism in early childhood

Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies

Area: Child Growth and Development

Subgroup: Developmental Process

Competency: 1.2 Identifies basic developmental sequences, stages and milestones of young children.

Objective #2

Objective: Distinguish between simultaneous and sequential bilingual development

Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies

Area: Child Growth and Development

Subgroup: Developmental Process

Competency: 2.1 Applies direct observation and knowledge of children's development as a framework to provide appropriate experiences for children.

Objective #3

Objective: Identify the oral language stages through which sequential emergent bilinguals frequently progress while acquiring an additional language/s Examine the ways contextual and individual

Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies

Area: Child Growth and Development

Subgroup: Developmental Process

Competency: 1.2 Identifies basic developmental sequences, stages and milestones of young children.

Objective #4

Objective: Examine the ways contextual and individual factors influence the dual language development process

Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies

Area: Child Growth and Development

Subgroup: Developmental Process

Competency: 1.1 Recognizes and respects individual differences in children's growth, development and learning and adjusts practices and expectations for individual children accordingly.

Objective #5

Objective: Evaluate differences between typical and atypical bilingual development

Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies

Area: Child Growth and Development

Subgroup: Developmental Process

Competency: 2.2 Identifies children's differing developmental needs and implements responsive strategies.

Objective #6

Objective: Recognize the different competence areas that contribute to communicative competence

Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies

Area: Learning Environments and Experiences

Subgroup: Interactions and Relationships

Competency: 1.14 Conveys respect for diversity among children and families as evidenced by attempts to accommodate beliefs, needs and differences noted among children.

Objective #7

Objective: Compare common oral language acquisition strategies used by simultaneous bilinguals to those frequently used by sequential emergent bilinguals

Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies

Area: Child Growth and Development

Subgroup: Developmental Process

Competency: 1.1 Recognizes and respects individual differences in children's growth, development and learning and adjusts practices and expectations for individual children accordingly.

Objective #8

Objective: Analyze the differing language demands of school and home/community

Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies

Area: Learning Environments and Experiences

Subgroup: Physical Environments

Competency: 1.1 Recognizes when a child's behavior is being affected by characteristics of his or her surroundings and adjusts expectations or mitigates the effects of these influences.

Objective #9

Objective: Identify a set of principles to guide the development of culturally- and linguistically-responsive instructional practices in support of English language learners' development

Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies

Area: Learning Environments and Experiences

Subgroup: Interactions and Relationships

Competency: 2.2 Adapts to and includes each child, individually accommodating for his/her temperament, personality, strengths, interests and development.

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