La. Admin. Code tit. 28 § CLIX-409

Current through Register Vol. 50, No. 11, November 20, 2024

Section CLIX-409 - English Language Learners (ELL)

A. Children whose families speak a different language in the home learn language similarly to English-speaking children, but may face some unique challenges as we try to help them learn skills needed to communicate successfully in school. As the United States becomes increasingly diverse, more and more you must find a way to integrate children whose first language is not English into their classrooms. "English language learners" means that children are working to learn a second language (English) while continuing to develop their first (or home) language. It is important for early childhood you to recognize the need for children and families to maintain their home language and culture, while beginning to acquire the language of the learning environment.

B. Children's ability to acquire a second language is influenced by many factors including the extent to which the child is exposed to the new language; the child's temperament; and the child's need and/or opportunity to use the language to communicate. Research indicates that there are four stages of development through which a child progresses in learning a second language:

1. Uses home language in second language setting.

2. Relies on non-verbal communication (e.g., gestures, facial expressions).

3. Begins to use telegraphic (two-word sentence that conveys an action or possession such as "get milk" or "mommy's tummy") and formulaic speech (refers to a phrase that the child may use without completely understanding its function such as "gimme cookie").

4. Achieves productive language use (that is, the child begins to construct his/her own phrases and sentences in the new language). It can take years for children to reach the productive language use stage, and it is essential that children's language development in their home language and their language development in English to both be supported for them to make progress in this domain as well as the other domains described in these Standards

C. In summary, it is difficult to separate language and communication from early literacy skills because they are so inter-twined with one another. An environment with many conversations and one where books, stories, writing activities, songs, rhymes and fingerplays are enjoyed many times during the day lays the foundation for both language and literacy skills and for later school success. Therefore, each of the standards and indicators described in this document is important for children's progress.

La. Admin. Code tit. 28, § CLIX-409

Promulgated by the Board of Elementary and Secondary Education, LR 39:2466 (September 2013).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10).