English Language Development

For all children, the home language is the vehicle by which they are socialized into their families and communities. Children’s identity and sense of self are inextricably linked to the language they speak and the culture in which they have been socialized, which takes place in a specific family context.  The extent to which a child’s home language and home culture can be included in the preschool classroom as a resource impacts a child’s sense of self-efficacy and social and cognitive development.

Below are the priority standards of SFUSD English Language Development instruction that students should experience regularly throughout preschool and transitional kindergarten as they develop as English speakers, listeners, readers, and writers. It is important to recognize the child’s existing language and literacy skills in the home language while honoring their cultural and linguistic backgrounds.

Children’s language development is based on active listening.  For example, they understand more than they can produce at the onset of language learning in both their home language (or languages) and English.  Children’s listening strategies in their home language will be applied to their strategies for learning English.  The development of early literacy foundations is built on the development of active listening, the social uses of language, and nonverbal communication.

Within the classroom environment, daily routines and classroom rituals, such as organized circle time or peer-to-peer interaction on the playground, provide opportunities for English learners to use oral language in both the home language and English.  Initially, children may use telegraphic and formulaic speech in English along with gestures, nonverbal behavior, and turn-taking. Then, the use of nonverbal communication, in combination with elaborated verbal communication, will mark their progress in learning a second language.  Asking questions, responding to complex grammatical patterns, and making commentaries are indicators of later development. The creative use of language and creative expression through narrative also indicate a growing sophistication of formal language use.

Children’s oral language in both their home language and English will facilitate their ability to tell and retell stories. As their oral language develops, one of the first steps in reading is the development of an appreciation and enjoyment of reading. As children demonstrate an awareness that print carries meaning, they may begin to show progress in their knowledge of the alphabet in English, phonological awareness, and aspects of book handling and book reading.

In the early childhood practice, the development of early literacy in writing begins with children understanding that the writing process is a mechanism to communicate their ideas, express themselves, and name objects in their world. 

Families are the best and most accurate sources of information about their children’s development and their experiences outside of school. Educators must know individual children to adapt teaching strategies and the environment for individual and cultural variation. Partnerships between educators and families are characterized by mutual trust, respect, and power sharing. The benefits of family involvement for children’s success in school and life are well documented. 

The importance of using an anchor text is that children will be able to see it visually and they will connect the idea to the action. Since young learners don’t possess abstract thinking skills, this is a great way to support their understanding and scaffold their learning process. This is specially important for Dual language learners since they are decoding both languages at the same time.

Academic and content vocabulary  is woven into familiar rhythm,  songs, and chants to encourage  repetition. Songs and chants lyrics can be created by educators, students or family/community members. They can be adapted top any music from other song or not. An example of this is the songs that educators and care givers sing during transitions to encourage language development and children engagement.