California Preschool Learning Foundations - ECEZero2Three ...

ENGLISH-LANGUAGE DEVELOPMENT
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ability to transmit familial values,
beliefs, and understandings (Wong
Fillmore 1991b), all of which form an
important part of a young child’s socialization
and identity. Regardless of
which language or languages young
children are exposed to at home, they
have, at best, only partially mastered
the language when they enter the preschool
setting (Bialystok 2001). 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
(Chang and others 2007; Duke and
Purcell-Gates 2003; Moll 1992; Riojas-
Cortez 2001; Vygotsky and Education
1990).
The development of language and literacy
skills in a child’s first language is
important for the development of skills
in a second language and, therefore,
should be considered the first step in
the range of expectations for children
learning English as a second language
(International Reading Association and
National Association for the Education
of Young Children 1998). Learning by
these children is not confined to one
language. Children who have the skills
to understand and communicate in
their home language will transfer that
knowledge to their learning of a second
language, resulting in a more effective
and efficient second-language learning
process (Cummins 1979; Wong
Fillmore 1991a). For example, building
Spanish-speaking children’s language
skills in their first language directly
enhances their literacy development
in English (Bialystok 2001; Childhood
Bilingualism 2006; Preventing
Reading Difficulties in Young Children
1998). The transfer of knowledge applies
to the structure of language and
early literacy skills, such as concepts
about print, phonological awareness,
alphabet knowledge, and writing in
alphabetic script (Cárdenas-Hagan,
Carlson, and Pollard-Durodola 2007;
Cisero and Royer 1995; Durgunoglu
2002; Durgunoglu, Nagy, and Hancin-
Bhatt 1993; Gottardo and others 2001;
Mumtaz and Humphreys 2001).
Recent research suggests that the
development of two languages benefits
the brain through the increase in
density of brain tissue in areas related
to language, memory, and attention
(Mechelli and others 2004). Although
the brain structures of bilingual children
and monolingual children are
similar and process language in basically
the same way, bilingual children
have higher rates of engagement in
particular parts of the brain (Kovelman,
Baker, and Petitto 2006). This
increased brain activity may have longterm
positive effects (Bialystok, Craik,
and Ryan 2006). In addition, it is important
to acknowledge the heterogeneity
of the English learner population
and, in particular, the parameters of
variation within the population, such
as the age of the child and the amount
of exposure to the home language and
English; the relative dominance of each
language; and the similarities and differences
between the two languages.
These same parameters systematically
affect the language and literacy development
of English learners (Childhood
Bilingualism 2006).
The preschool learning foundations
in English-language development are
foundations in language and literacy
for preschool children whose home
language is not English. These foundations
for English learners are intended
for use with children who arrive at
preschool functioning predominantly
Preschool Learning Foundations, Volume 1 • California Department of Education