Building educators’ capacity

11F) Asset-based view of dual language development for administrators

Build your own understanding of dual language development, how to support Multilingual Learner (ML) children, and an asset-based view of linguistic diversity.

Online Modules: Dual Language Immersion Planning Guide

This is a series of online professional development modules that support leadership teams to initiate or refine a dual language (DL) program. Each module takes up a different aspect of developing a DL program and offers practical supports and recommendations for implementation.
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Educator Toolkit: My Name, My Identity- Creating an Inclusive and Respectful School Community

This digital book supports the socio-emotional learning of students by introducing example lesson plans that center on Multilingual Learners' identity. The resource includes videos, book lists, lesson plans, and many extension activities and further resources to help teachers build a healthy, asset-based community in the classroom.
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Online Module: Teaching English Language Learners-Effective Instructional Practices

This is an online professional development module for teachers on second language acquisition and instructional practices for Multilingual Learners.
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Website: Understanding Dual Language Development

The Understanding Dual Language Development section of this website provides information about the definition of dual language development and the several different trajectories of bilingualism. This website helps to build educators’ knowledge of dual language development and Multilingual Learners’ language acquisition.
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Website: English Language Development Foundations

The English Language Development Foundations section of this website describes the typical developmental progression for preschool Multilingual Learners in speaking, listening, writing, and reading. This information helps build educators’ knowledge of dual language development and Multilingual Learners’ language acquisition.
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Website: Guiding Principles of Supporting Dual Language Learners

This resource provides the 10 guiding principles that form the foundation for the recommended practices articulated in the California Preschool Curriculum Framework, Volume 1. These guiding principles contribute to educators’ knowledge of dual language development, including evidence-based instructional strategies, ways to build relationships with Multilingual Learners, and developing partnerships with and engaging families.
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Website: Supporting Dual Language Learners through Family Support

This resource highlights the importance of gathering information about each child’s language and cultural backgrounds from their families, as well as partnering with families to co-create language and learning goals.
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Newcomer Toolkit: High-Quality Instruction for Newcomer Students

This is one chapter from the U.S. Department of Education's Newcomer Toolkit. This chapter focuses on high-quality instruction for Multilingual Learners, along with 21st-century global competencies and program model descriptions.
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Website Article: Advocacy Tools-Implementing the English Learner Roadmap and Affirming the Rights of English Learners

There are three bilingual, downloadable guides in this article that help inform families and other community members about California’s English Learner Roadmap. These bilingual resources offer explanations and advice on how to best advocate for Multilingual Learners.
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Research Article: Teaching English Language Learners-What the Research Does–and Does Not– Say

Author and researcher Claude Goldenberg offers a comprehensive review of the research associated with educating Multilingual Learners.
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Website: Support for Immigrant and Refugee Students

This website offers multiple downloadable guides to support the well-being, rights, and education of immigrant and refugee students in California.
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Overview: English Learner Typologies Chart

This simple chart offers key characteristics for the many student labels – like newcomers, long-term English Learners, and Students with Interrupted Formal Education (SIFE) – that are associated with Multilingual Learners. Information about the different implications and needs of these groups of students is offered as well.
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Overview: English Learner Typologies

There are many labels associated with Multilingual Learners (e.g. immigrants, English Learners, and newcomers). This document explains the difference across the terminology and describes the "diversity within" this group of students so that teachers can better understand students as individuals.
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Strategy Overview: Budding Bilingual Celebrations

This resource describes the importance of creating a celebration for Multilingual Learners and their families to promote bilingualism. This celebration helps to create an asset-based view of linguistic diversity and establish a site-wide culture that values dual language learning.
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Flyer: Myths and Research about Bilingual Development

This document lists common myths about bilingual development and offers research-based responses. It explains dual language instruction for Multilingual Learners, and teaches families about the benefits of home language development.
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Webinar: Exploration of Myths and Facts Regarding Dual Language Learners

In this video Dr. Linda Espinosa, the author of the policy brief, Challenging Common Myths About Dual Language Learners, talks through the research on instruction for PreK-3rd Multilingual Learners.
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Video: Home Language Supports

This video highlights the importance of supporting the home language(s) of Multilingual Learners. This video supports teachers and administrators in developing an asset-based view of linguistic diversity.
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Video: Identifying Language Models

This video discusses how administrators can support Multilingual Learners by identifying a person who can serve as a language model. It also shows how family engagement can support dual language learning.
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Policy Brief: PreK-3rd Challenging Common Myths about Dual Language Learning

This resource provides updated information to challenge common myths that educators, parents and/or community members may have about instruction for PreK-3rd Multilingual Learners. This brief does not need to be read in sequence, as each myth is described in a short section of text.
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