The PITC Approach to English Language Learning for Infants and Toddlers Consuelo Espinosa, Alice Nakahata, Rebeca Valdivia NAEYC Annual Conference November 2004, Anaheim, CA Developed by Consuelo Espinosa, Alice Nakahata, and Rebeca Valdivia. © WestEd, The Program for Infant/Toddler Caregivers. This document may be reproduced for educational purposes.

Importance of Supporting Bilingual Language Development In line with PITC essential policy of continuity between home and care setting Critical to healthy identity formation in I/T years: who I am, what I think is important, what I am able to do Rooted in early relationships of infancy from those caring for you; out of this relationship which we call attachment comes awareness of emotions

“For someone to hand you their child, to put their child in your care, is probably one of the biggest acts of trust imaginable” Lily Wong Fillmore

Importance of Supporting Bilingual Language Development Identity formation develops in a context of culture: the unique values, beliefs, patterns of behavior of a family Home language as a communication tool of each culture is vital part of that formation Continuity in familiar sounds, recognizing words, being understood As child grows, language is essential to forming sense of group identity, pride in one’s roots

Importance of Supporting Bilingual Language Development Awareness of differences develops in early years. Support and use of home language in ECE setting validates that language as essential and powerful for communication We can ensure communication among family members and across generations within a family

“The reference points for subtle emotional meanings are always stronger in one’s basic language.” (Brazelton, T. & Greenspan, S. The Irreducible Needs of Children, p. 161)

Definition Second language acquisition is the process that a child goes through in learning more than one language. Also known as bilingual language development and dual language acquisition.

Simultaneous language acquisition Simultaneous language acquisition refers to the process of learning two (or more) languages within the same span of time; Also known as simultaneous bilingualism. Many children who are exposed to more than one language prior to age 5, and eventually master each language, are said to have bilingualism as their first language.

Successive second language acquisition Successive second language acquisition refers to the process of learning a second language after having reached at least basic mastery in the first language; also known as sequential second language acquisition and successive/sequential bilingualism.

One program’s model Cabrillo College Children’s Center A PITC Demonstration Site Program represents a range of family, cultural, linguistic, ethnic, economic, and ability diversity

Why Cabrillo Supports Home Language Development? Research has shown that children taught in their primary/home language can transfer these language skills and knowledge into a second language. Staff believes in importance of learning English in order to succeed in school and life in U.S.

Why Cabrillo Supports Home Language Development? (2) Program and community values the gift of knowing more than one language. Since Spanish is the predominant language in the community, program chooses to function as bilingual program whenever possible

Classroom Practices Each classroom develops age- appropriate ways to use Eng/Span. throughout the curriculum

Classroom Practices (2) Teacher teams have at least one bilingual teacher Bilingual interns work in I/T classes Bilingual student teachers in older T and preschool classes Primary care assignments based on child/family home language

Classroom Practices (3) Daily routines done in child’s primary language Songs done in English and Spanish Use of Spanish to communicate amongst teachers is encouraged to emphasize respect, value, and acknowledge the importance of home language

Classroom Practices Materials, displays are in both languages Photos of families at child’s eye level 2 yr. old class has family sharing shelf

Teacher Support Labeling (often done by families) around classroom is done in many languages to support monolingual staff as well as children Each classroom meets daily for 1/2 hour to review day & plan Also meet weekly for 2 hours to give more attention to curriculum planning; staff supported to speak in primary language

Teacher Support (2) Parent/family meeting once a month Bilingual support meetings quarterly with all Children Center staff and ECE faculty to discuss strategies, support, share resources, etc. A comprehensive set of courses that supports the program’s philosophy available through the college

Activity Ways to support language learning and healthy identity development