Summer Insitute 2010

Providing Appropriate Services to Infants/Toddlers and Young English Language Learners

June 8-11, 2010

Adams Alumni Center
University of Kansas - Lawrence

Day 1 and 2, Tuesday, June 8 and 9, 2010
Susan Moore, Ph. D., University of Colorado & Clara Perez-Mendez, Puentes Culturales
What We Know and Can Do to Support Young English Language Learners and Culturally, Developmentally, 
and Linguistically Appropriate Assessment & the Use of Cultural Mediators, Interpreters and Translators

The first day of the Summer Institute provided a base for the week focusing on the most current evidence on language and literacy development for young children learning two or more languages. Participants were then presented with a multi-tiered approach to be used as a foundation to promote specific strategies within the early childhood program.

Day two of the Summer Institute focused on the various purposes of assessment and the appropriate corresponding methods and tools for collecting that information relating to the development of young English language learners. Special attention was given to the importance of relationships in the assessment process, as well as the use of cultural mediators.

Presenters for Days 1 and 2 Clara Perez-Mendez on left and Susan Moore

Singing "Head, Shoulders Knees and Toes" in Spanish

Groups of two discussing cultural differences in child rearing

Clara Perez-Mendez read a book to the group in Spanish and didn't show the pictures. Then groups of three discussed their reaction to hearing a story in Spanish.

Day 3, Thursday, June 10
Sylvia Sanchez, Ed.D., Georgetown University
Promoting Culturally Responsive Language and Literacy Experiences to Support First and Second Language Development

Day three of the Summer Institute built on the previous day, highlighting the importance of tapping into the knowledge that parents and families possess, and methods for using this information in all aspects of program development and implementation. Methods for eliciting and gathering this information, as well as ways in which this information can be integrated into the early childhood program, were addressed.

Presenter Sylvia Sanchez

Participants drew an image that represents something personal in their life, then shared what the image represented.

Participants drew an image that represents something personal in their life, then shared what the image represented.

Choosing a book and discussing why a particular book was chosen

Day 4, Friday, June 11
Dina C. Castro, Ph.D. University of North Carolina- Chapel Hill
Supporting Language and Literacy Development for Young English Language Learners through Evidence Based Instructional Practices

The final day of the Summer Institute focused on strategies more specific to language and literacy development that can be implemented in the early childhood program. Strategies such as frequent assessment and monitoring that provide ongoing information relating to English language acquisition, and explicit vocabulary instruction, including how to conduct effective read-aloud activities with English language learners, all within the context of developmentally appropriate practices, were discussed.

Espinosa, L. M. (2008, January). Challenging common myths about young English language learners. Foundations for Child Development Policy Brief. Advancing PK-3.