Getting to Know Your International Contacts—Part 3

I chose to listen to a podcast with Karen Nemeth called “Strategies for Supporting Dual Language Learners.” It helped me learn more about the differences between English language learns and dual language learners.  English Language Learners is a program for k-12, while dual language learners is the name for children in preschool who are still working on learning English, which includes all young children.  For children who speak a language other than English in their home, teachers should honor and support this learning in the home language, while helping children learn English.  Dual language learners are very common and as a teacher it is likely to have one, or multiple, at some point in your classroom.  If a teacher does not speak the home language of a child then she can still support her student by making an effort to learn new words in that language and have the language in the classroom.  This can include having music in that language and showing all of the students that they are each important. If there are multiple languages that are spoken at home the teacher can still make an effort to connect with each child’s home language.  Nonverbal language is also important for children who are still learning English to help the teacher connect with each child.   Sign language can help because it is a visual connection that helps with all languages.  Every teacher can improve their communication skills when thinking about the individual needs of dual language learners in the classroom (Nemeth, 2015).

I was able to study UNESCO’s “Early Childhood Care and Education” webpage and found helpful information in regard to quality and financing for early childhood education around the world.  When considering early childhood education, it is important that the learning materials are quantitatively, culturally and developmentally adequate and focus on child-centered interaction.  Although these ways of teaching are the most effective, they can be difficult to implement, but are better for the children (UNESCO, 2015).

 It can be difficult to provide early childhood education when government resources are limited, and so often the last year of preschool is frequently placed in a formal school setting or there may be efforts to lower the entry age. Unfortunately this can dilute the importance of holistic development by placing too much emphasis on preparing children for formal schooling. However, when preschool cannot be afforded as part of early childhood, it is better to consider ways of improving the pedagogy of pre-primary education placed in the formal school setting (UNESCO, 2015).

The 1990 Jomtien Declaration on Education for All (EFA) stated that countries should view early childhood as part of basic education. When countries are able to see the positive effects that come from investing in early childhood education, they will understand the benefits and work to mobilize the funds. Unfortunately, government funding for early childhood is typically extremely small and so approaching the private sector (non-profit and for-profit) can be an effective strategy for countries to obtain early childhood education (UNESCO, 2015).

References

Daniel, J., Pica, R., & Nemeth, K. (2015). Strategies for supporting dual language learners. BAM! radio. Retrieved from http://www.bamradionetwork.com/naeyc-radio/743-strategies-for-supporting-dual-language-learners

UNESCO. (2015). Early childhood care and education. Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/