English as a New Language

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Steve Fri, Jan 07, 2022 09:58 PM UTC

This guide is intended to help early childhood
professionals, such as Early Childhood Services (ECS) teachers, playschool teachers, day-home operators, and day-care workers, better understand:
• how young children learn a second (or third)
language
• the relationship between learning English
language, and maintaining and developing the
home language and culture
• how to develop effective programming that enhances English language learning for
young children.

1. Working with Young Children
who are Learning
English as a New Language

2. Alberta Education Cataloguing in Publication Data
Alberta. Alberta Education. Early Learning Branch.
Working with young children who are learning English as a new language.
Also available online: http://education.alberta.ca/teachers/program/esl/resources.aspx
ISBN 978-0-7785-8146-8
1. English language – Study and teaching – Foreign speakers. 2. English language –
Study and teaching – Alberta – Handbooks, manuals, etc. 3. English language –
Study and teaching as a second language – Alberta. I. Title.
PE1128.A2A333 2009 372.6521
For further information, contact: Principal Writers
Alberta Education Johanne Paradis is an Associate Professor of
Early Learning Branch Linguistics at the University of Alberta.
th
8 Floor, 44 Capital Boulevard
10044 – 108 Street NW Anna Kirova is an Associate Professor of Early
Edmonton, Alberta T5J 5E6 Childhood Education in the Department of
Telephone: 780–643–1258 in Edmonton or Elementary Education, University of Alberta.
toll-free in Alberta by dialing 310–0000
Fax: 780–427–5930 Darcey M. Dachyshyn is an Assistant Professor
of Early Childhood Education in the
Department of Education at Eastern
Washington University.
This resource is primarily intended for: Limited numbers of complimentary print
copies are available from the Early Learning
Early Childhood Services teachers 9 Branch. E-mail [email protected] or fax
Playschool teachers 9 780–644–1188.
Day-home operators 9 After March 31, 2010, print copies will be
Day-care workers 9 available for purchase from the Learning
Resources Centre. Order online
Early childhood professionals 9 at http://www.lrc.education.gov.ab.ca/ or
General public telephone 780–427–5775.
Copyright © 2009, the Crown in Right of Alberta, as represented by the Minister of Education, Alberta
Education, Early Learning Branch, 44 Capital Boulevard, 10044 – 108 Street NW, Edmonton, Alberta,
Canada, T5J 5E6.
Permission is given by the copyright owner to reproduce this document, or any part thereof, for
educational purposes and on a nonprofit basis, with the exception of third-party materials identified below.
Photos on cover, pages 1, 7, 10, 12 © 2005 Comstock Images, a division of JupiterImages Corporation.
Photos on pages 2, 4 and back cover © fotalia.org.
Clip art images on pages 16–25 used with permission from iCLIPART.com.

3. ► Purpose
This guide is intended to help early childhood
professionals, such as Early Childhood Services (ECS)
teachers, playschool teachers, day-home operators and
day-care workers, better understand:
• how young children learn a second (or third)
language
• the relationship between learning the English
language, and maintaining and developing the
home language and culture
• how to develop effective programming that enhances English language learning for
young children.
► Contents
1 Learning English as .................................................................................................................. 2
a New Language Early stages of learning
How long does it take for children to learn English?
Why do some children learn English faster than others?
2 Developing and .................................................................................................................. 5
Maintaining the Why developing and maintaining the home language is so important
Home Language How early childhood professionals can encourage children’s home
language development
3 Engaging Families .................................................................................................................. 7
and Communities Tips for communicating with families and communities
Strategies for engaging families and communities
4 Creating a .................................................................................................................. 10
Supportive Establish a welcoming early learning environment
Learning Encourage children to play
Environment Model language use
5 Language Learning .................................................................................................................. 13
Activities Focusing on language functions
Activity planning tips
Language-rich activities
Activities 1 to 10
6 Additional .................................................................................................................. 26
Resources
Index .................................................................................................................. 28
Working with Young Children who are Learning English as a New Language © Government of Alberta 1

4. 1: Learning English as a New Language
► Early stages of learning
Children move through a number of stages when learning English as a
new language. Some go through these stages more quickly than others,
and children will sometimes have the characteristics of more than one
stage at the same time as they transition between stages. Understanding a
child’s stage of learning is important for planning appropriate activities.
Early childhood professionals play a role in helping children progress to
higher stages; however, each child’s English development will follow its
own timetable. Planning and programming should be based around each
child’s abilities and developmental level. The association Teachers of
English to Speakers of Other Languages (TESOL) identifies five
developmental stages for learning a new language.
Beginning Stage
• Home language use: Some children initially use their home language in educational
settings because it is the only language they know. Most young children give up using
their home language quickly, realizing that it is not an effective means of communication
in that context. If a few children in a setting share the same home language, they may
continue to use it amongst themselves.
• Nonverbal period: In a new setting, young children may not use any language at all, or
very little, for a few weeks or even months. They are listening and accumulating
knowledge of English, but are sometimes hesitant to speak much. Children often use
gestures to communicate with adults and other children. Sometimes they may rehearse
phrases in English quietly to themselves.
Emerging Stage
Young children at the emerging stage typically use one- or two-word responses to questions
like “What’s that?” or “Do you want a turn?” Their English use is also not very original.
These children use a lot of formulaic expressions (words or phrases they hear others say); e.g.,
“what’s happening?”, “wanna play with me?”, “I dunno,” “me first,” “it’s my turn,” “no
fair!”, “so what?”, “lookit this!” Formulaic sentences are important because they help open
the door to social interaction with early childhood professionals and other children. With
more social interaction comes more English learning.
Developing Stage
Children gradually move from memorized sentences to original, productive and spontaneous
English conversation. When young children learning English can engage in conversational
English, this does not mean that they have mastered the English language. In fact, their
English often has errors in pronunciation, vocabulary and grammar, and these errors may
last a long time.
Working with Young Children who are Learning English as a New Language © Government of Alberta 2

5. • Transfer errors: Some children’s errors are traceable to their first language, and these are
called transfer errors. Pronunciation errors are a common type of transfer error because an
accent is based on the sound system of the first language. Even very young children can
have an accent in English.
• Developmental errors: Most of the errors that young children make are developmental
errors, which means they are common to all learners of English. For example, because
they have little vocabulary to work with, they sometimes overuse general verbs like do:
“he do a baseball” to mean “he threw a baseball” or “I did some loud” to mean “I blew (a
horn).”
This guide deals mainly with the three developmental stages listed above. TESOL identifies the later
two developmental stages as Expanding and Bridging.
► How long does it take for children to learn English?
There is a commonly held belief that young children can learn to speak English in just a few
months, unlike adults, who may take years. Research shows that this is not true; young children
learning English can take years to become as competent in English as their peers whose first
language is English.
• It takes approximately three to four years in school for young children learning English to
accumulate an English vocabulary size comparable to their English-speaking peers, and
even longer for them to produce sentences free of grammatical errors.
• It can take from five to seven years in school for young children learning English to
master complex academic English skills, both spoken and written, that are the same as
their peers who speak English as their first language.
This common misconception most likely comes from our low conversational expectations for
children. When adults speak to young children, they often ask questions requiring yes or no
answers, refer to things in the child’s immediate environment and compensate for any
communication problems. This means that a young child can know very little English and may
still appear competent because she or he can easily guess how to respond.
► Why do some children learn English faster than others?
Individual children vary in how quickly they acquire English, even when they are in the same
learning setting. These individual differences can be due to such things as the following.
• Language aptitude: Language aptitude is a kind of learning skill, a set of verbal and
memory abilities that varies between individuals. Children and adults with high language
aptitude tend to be faster second language learners. Language aptitude is thought to be
an inherent characteristic. You cannot increase a child’s language aptitude.
Working with Young Children who are Learning English as a New Language © Government of Alberta 3

6. • Age of acquisition: Starting to learn English early—before the ages of six to eight years
old—is better for developing pronunciation and grammar. Starting to learn English a
little later—after six to eight years of age—results in faster vocabulary growth and
development of skills such as storytelling. There is no age within the childhood years
when it is ‘too early’ or ‘too late’ to learn another language.
• Socio-economic status: A family’s socio-economic status is measured primarily through
the parents’ levels of education and income. Children from newcomer families where the
parents have post-secondary education tend to learn English faster because these parents
often have higher language and literacy skills in their home language.
• Quality and quantity of English exposure: English language learning children vary in the
English they experience outside the classroom, and this has a measurable impact on a
child’s development. For example, the more books read in English and the more English-
speaking friends they have, the more practice children have with English, and the more
English vocabulary they will build.
Did you know?
Some immigrant and refugee families come from
oral cultures, where storytelling is a more widely
used parent–child activity than reading books. This
can influence young children’s familiarity with
literacy.
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7. 2: Developing and Maintaining the Home Language
Research shows that when young children are developing two languages at the same time, the two
developing languages build on each other rather than take away from each other. The stronger the
first (or home) language proficiency is, the stronger the second language proficiency will be,
particularly with academic literacy. Maintaining the home language is key to a child’s success in
Young children from newcomer families are in a different situation than their parents because their
first languages are still developing when they begin to learn English, and opportunities to continue
learning their first language are often limited. Young children from newcomer families are at risk for
first language attrition. This means that they may never completely acquire their first language. Their
first language acquisition may stagnate at a certain level, or they could lose some or all of their
competence in their first language over the elementary school years.
Some reasons why children lose their home language:
• not living in a community where the first language is widely
spoken
• a strong desire for assimilation to the mainstream culture and
the perception that belonging to a peer group means rejecting
the home culture
• attraction to majority culture popular literature and media, and
a lack of interest in the literature and media from the home
culture
• absence of educational opportunities in the first language
• language shift in the home, meaning all family members are
using English more, even if the parents are not proficient in
English
Did you know?
Immigrant and refugee families often speak
multiple languages. Some of these languages
have their own unique structures and
communication styles (e.g., Western cultures
tend to prefer a direct style whereas many
Asian cultures prefer a more indirect style to
avoid disagreement and promote harmony)
that may be different from English.
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8. ► Why developing and maintaining the home language is so important
Family relationships can weaken if children and parents do not share a common language of
communication. If children have limited proficiency in their first language and the parents have
limited proficiency in English, the communication of values, beliefs, advice, family stories and
other cultural and familial understandings can be compromised. As well, the loss of the home
language may cause a child’s self-esteem to suffer because the child may feel he or she does not
belong to the home culture without the language. At the same time, these children may also feel
that they do not fully belong to the majority culture.
► How early childhood professionals can encourage children’s home language
development
Research shows that if young children continue to build their home language at the same time as
learning an additional language, development of both languages is enhanced. Therefore, it is
important for early childhood professionals to encourage families and communities to support
children’s home language development and maintenance. Early childhood professionals can
encourage parents to:
• talk to children in the language the family and community members know best—the
home language
• provide many and various opportunities for children to hear and use their first language
at home and in the community
• take children to events where their home language is spoken and discuss what took place
with the children when they return back home
• find or make books in their home language
• use pictures in books as prompts when talking with children in their home language
• sing songs, recite rhymes and tell stories in their home language
• play games from their culture while using their home language
• use their home language even when talking about television shows and videos the
children watch in English.
Did you know?
Preserving cultural identity is a priority for many
immigrant and refugee families.
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9. 3: Engaging Families and Communities
Family engagement in children’s learning and overall development is an important factor in their
success. Engagement of the wider community to which the families belong is also critical. It is within
the context of community that children develop skills and knowledge. Therefore, engaging parents
and community members in programming will increase your understanding of who the children are
and how best to meet their needs.
Family, community members and the children themselves are great resources as you seek to
establish a learning environment where cultural and linguistic diversity is valued. As you get to know
families, you will want to be responsive to what you see, hear and observe. Young children’s learning
is integrated and interconnected, therefore experiences that reflect and support the home and
community life of the children will have the greatest impact on their learning.
► Tips for communicating with families and communities
~ Understand the importance of your role.
In the case of newcomer families, you are often the first relationship they may have with
someone from the majority culture. The role you play, and the impression you make, will
have an impact not only on the children’s experiences but also on their families.
~ Consider newcomer issues.
Newcomer families may be dealing with a range of issues, such as:
decreased socio-economic status
lack of community and family support
unfamiliarity with the majority culture and its childrearing practices
changing roles and responsibilities of family members
racism and discrimination
mental health issues
maintaining home language and culture
adapting to the Canadian education system.
~ Learn about who they are.
You will likely encounter families with cultural values and beliefs
that differ from your own. Valuing diversity is the first step to
family and community engagement. Show interest in children’s
families by getting to know their linguistic and cultural
backgrounds and find out what goals and dreams they have for
their children. Embrace a mutual exchange of knowledge,
information and experience when talking with family and
community members.
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10. ~ Use what you have learned to help you communicate.
When communicating with family and community members whose home language and
culture are different from your own, consider how the following types of differences can
influence communication:
philosophical beliefs and religious practices
the function of time (e.g., children’s routines regarding meals, naps, toileting)
the role of hierarchy (e.g., children’s views of authority)
comfort with silence (e.g., cultural expectations regarding children’s participation in
adult conversations)
displays of emotion (e.g., children’s need for closeness or distance when experiencing
anxiety or fear)
the use of feedback (e.g., types of questions adults ask in supporting children’s
explorations of the world around them).
► Strategies for engaging families and communities
Meaningfully involving family and community members is essential to offering culturally-
relevant early learning experiences. Welcoming family and community members to engage with
children will enrich the experience for all children, not just the children of specific cultural
groups. Strategies for involving family and community members include the following.
~ Offer flexible drop-off and pick-up times.
Making the beginning and end of the day as open and flexible as possible by having the
children engaged in free play will allow for casual conversation with parents and community
members as they drop off and pick up children. If a conversation is not possible due to a
language barrier, communicate your openness through nonverbal behaviours such as smiles
and nods.
~ Use informal notes and phone calls.
If communication in a common language is possible, brief notes or phone calls to share
information or to express appreciation for something are ways to build connections between
the home and the learning environment. This type of communication can also be done
through a cultural broker or interpreter.
~ Post information on bulletin boards.
Brief, relevant information that is updated frequently, posted in high-traffic areas and
translated into multiple languages can bring programming details and special event
information to the attention of family and community members. Also include a display of
children’s artwork and photographs of children engaged in a variety of classroom activities.
~ Develop family-friendly newsletters.
Short, friendly newsletters in the home language of families can provide information about
events, requests for participation, suggestions for at-home activities or thank-you notes.
Photographs of actual children’s work or photos showing the activities step-by-step (e.g.,
looking at a book together, making a craft/art together) can be used to provide information.
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11. ~ Organize family and community meetings and gatherings.
Formal and informal family and community member gatherings help build community and
shared understanding. Families and communities learn more about the programming their
children are engaged in, and you can learn more about the cultural values, beliefs and
practices of families and communities. It is important to consider the dietary, cultural and
religious practices associated with various groups when planning such events; for example,
planning events that do not interfere with cultural and religious holidays.
~ Consider home visits.
Meeting with families in their homes can provide insight into cultural and linguistic
practices as well as help build relationships and establish open communication between
home and the classroom. Home visits should never be forced, and family privacy and
confidentiality must always be respected. When necessary, home visits can be arranged
through a cultural broker and this person can be present during the visit. Cultural brokers
can also provide essential information regarding cultural practices prior to the home visits.
Did you know?
Many immigrant and refugee families (e.g., Chinese,
South Asian and African families) come from cultures
in which it is uncommon for a child to sit and play with
an adult. In these cultures, children’s play is mostly with
siblings or other children, and extended family (e.g.,
grandparents) are responsible for taking care of the
children.
Also, adjustment to a new life in Canada (e.g.,
employment commitments, re-certification or learning
the English language) can limit the parents’ availability
to engage with their children one-to-one.
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12. 4: Creating a Supportive Learning Environment
Creating safe and caring environments for children from linguistically and culturally diverse
backgrounds involves establishing a tone of respect. This means that children, parents and
community members should feel as though they are welcomed members of the learning community
and that their diverse identities are valued.
► Establish a welcoming early learning environment
Establish a welcoming environment by:
• reflecting the linguistic and cultural diversity of all children in such things as classroom
posters, pictures, props, tabletop toys, games, storybooks, media resources, musical
instruments and foods served in the classroom
• providing opportunities for family and community members to share experiences with
children in the classroom in their home language as well as in English
• providing learning experiences such as field trips and other community outings to places
where children and families can learn about the culture and history of themselves and
others
• offering opportunities for children, assisted by their parents or other family and/or
community members, to cook foods from a wide range of cultural backgrounds
• learning and using key words in the home languages of the children
• ensuring that all children are respected and valued, and that biases and discrimination
are quickly and effectively dealt with when they arise.
► Encourage children to play
Play is the cornerstone activity for social,
cognitive and language development in
children from two-and-a-half to five-years-
old. Early childhood professionals should
promote play as the leading activity for
children.
The relationship between language
development and play is two-way:
Language makes it possible for children to
adopt roles, and to negotiate the rules and
goals of play. Dramatic or pretend play
stimulates the development of language.
Play fuels development through imagination and symbolic functions. Symbolic functions are the
ability to understand that objects, actions, words and people can stand for something else.
Symbolic functions are at the core of pretend play and form the foundation for conceptual
thinking, literacy and numeracy.
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13. For young children learning a new language, play provides a safe space to try out new words.
Even if they do not know the exact word for something, children do not feel embarrassed by
using a different name for it since, as in play, everything can become anything—a stick can be a
horse or a pen.
► Model language use
To maximise the exposure of young English language learners to the English language, use the
following strategies.
• Use simple but explicit language to “label” your own actions as you carry them out.
Saying, “First, I am putting this big, red block here. What should I put next?”, for
example, can transform a “building” activity into a language-enhancing activity.
• Label children’s actions as they carry them out the same way you label your own actions.
• Ask children to participate actively in an activity by giving them specific instructions.
Saying, “Hand me the tiny brush” while pointing to it, for example, helps young children
pay attention to what you are doing while building their vocabulary.
• Verbalize your thinking and the strategies you use to solve a problem. Saying, “Let’s see
why this tower is falling down. It is too tall? I wonder what would happen if we took the
top block off?” helps involve children in the process of problem solving and
brainstorming possible solutions.
• Use language along with demonstration when introducing a new skill or concept. For
example, if you are teaching a child to build a tall tower, saying “You put the biggest
block first, then a smaller one on top, then another even smaller one on top …” while
doing it, connects the words with the action and helps children remember the sequence
when building on their own.
What do I do if children do not understand what I am saying?
Young children learning English, especially in the beginning and emerging stages, will not
understand everything an adult is saying in English. Here are some suggestions for improving
communication.
~ Supplement verbal communication with gestures like pointing, touching an object,
making motions with your hand like the verb you are describing (e.g., swimming in
water).
~ Use objects and pictures to support explanations and event descriptions.
~ Repeat the same idea or instruction more than once, the second time using shorter
sentences, easier vocabulary and speaking more slowly.
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14. ~ To check for comprehension, try to ask questions where the response is not just a “yes”
or a “no.”
~ Tell and talk about the story in a book rather than reading it directly. Written language is
harder for young children to understand than spoken language because sentences are
often longer and have more difficult words in them.
~ Choose books with simpler language and/or repetition books that are interesting to the
children. Encourage children to “chime in” during the parts of the story they are familiar
with.
Did you know?
In some of the cultures of immigrant and refugee
families, where social interaction has a high value,
solitary play with toys is not considered an important
developmental activity. Also, due to access, gender roles,
religious beliefs or even their understanding of the
concept of play, many toys that are available in play-
schools and other settings may be uncommon objects.
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15. 5: Language Learning Activities
Young children learn about the world as they experience it. This means that their learning is holistic
and related to particular events in their lives. Thematic and project-based approaches are two
effective ways to offer children relevant and hands-on learning experiences.
Consider developing an overall thematic or project-based approach with language functions
embedded in it. Themes and functions should be related to children’s everyday lives, surroundings
and routines. Media and popular culture-based themes are often effective because they are what
young children learning a new language have in common with their peers. Access to peer group
culture is important so that children can make friends and learn to play together, no matter what
their cultural and linguistic background is.
► Focusing on language functions
Language functions to emphasize:
• requesting (e.g., asking to join in the activity, asking for an object,
asking permission, asking for information, asking politely)
• responding (e.g., to questions, to continue the topic)
• expressing likes and dislikes
• describing what just happened, what they did yesterday, etc.
• describing (e.g., a scene, an object, a person)
• apologizing and expressing thanks
• narrative storytelling
• giving information and explanation
• giving “how to” instructions
• problem solving
• negotiating
Language functions are phrases associated with a specific purpose; e.g., expressing a wish,
apologizing, asking for help. A focus on function-based language embeds vocabulary in
sentences and is a more effective strategy for learning a new language than teaching lists of
single words. A focus on function-based language also models grammar in real-life contexts,
rather than teaching isolated grammar rules. Most young children do not yet have the maturity to
benefit from explicit grammar instruction.
► Activity planning tips
~ Encourage interaction.
Involve children in dialogue with peers and adults who will model more advanced language
use. Develop activities that encourage real dialogue between child–child and adult–child
rather than relying on activities that just require children to respond by either nodding their
heads or pointing to a picture. Encourage interaction between children in pairs or small
groups.
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16. ~ Interact with the children.
When children make a vocabulary or grammatical error, recast what they said using the
correct form, and then move on with the conversation. Make an effort to expand on
children’s language. For example, if a child says, “My shoes,” you can talk about the colour
or type of shoes the child is wearing.
~ Use repetition.
Language use can be low-level at first; e.g., repetition. Repetition is nonthreatening and helps
with pronunciation. Children need to feel secure and successful even when they are
beginners. Incorporate the same language functions, vocabulary and sentences in many
activities and across themes. Make sure children get numerous opportunities to both hear
and use language functions in conversation.
~ Introduce new material slowly.
Introduce new linguistic material in small chunks at a time. For new activities at the
beginning of the year, start with you talking and the children listening, but as soon as
children are comfortable and capable, move to activities where children are encouraged to
produce English.
~ Be flexible.
Children in most learning settings will have a wide range of English abilities; therefore, the
activities and programming you provide must be flexible and open-ended to allow for
children to feel competent and yet challenged to grow in ability. Children will come with a
variety of culturally learned styles of interaction. Some children will be outgoing and
gregarious in their interactions, others will be quiet listeners; therefore, language-rich
activities that appeal to these differences must be provided.
~ Allow for breaks.
It is possible that some children in the beginning and emerging stages may need a break
from the pressure to interact using language. Therefore, for these children, activities like the
sand table, building blocks or picture drawing can be a “safe haven.”
► Language-rich activities
Age-appropriate activities for young children are typically designed to enhance a range of
developmental areas: cognitive, spatial, motor, linguistic, social and so on. It is important to
make as many activities as possible opportunities to explore and practise language. Activities that
naturally encourage meaningful language use include the following.
~ Storytelling and retelling
Children can tell stories from pictures, books or their real lives. Retelling a story that they
have just heard is a good way for children to use their knowledge of language. Short stories
supported by pictures are best for all children, especially for beginner English language
learners.
~ Puppets
Puppets can be used as part of a listening activity at first and an interactive activity later on.
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17. ~ Describing unseen objects
These are activities where children must guess at something they cannot see but can feel, or
where one child gives instructions to another child who cannot see the picture. For example,
children reach into a bag of toys and have to describe and identify them by touch. Or, one
child gives instructions to another child about where to put figures on a felt board to create a
certain picture.
~ Motivating activities
Special activities designed to make children want to talk can provide the motivation needed
for shy or reluctant speakers. For example, pictures or stories with unexpected images or
events; e.g., swimming in sand or opportunities to sing and dance to a catchy tune, can
motivate even shy children to use whatever English they know.
~ Language-based games
Examples of these are “Simon says” and “I spy with my little eye.”
Did you know?
Some immigrant and refugee families focus more
on the development of their child’s social skills and
rely on the educational system to introduce literacy-
related activities (e.g., reading a book) when the child
attends school.
Some immigrant and refugee parents believe in a
more “naturally occurring development of skills,”
with little interference on their part. The focus is on
children’s development at their own pace rather
than prescribed stages of development.
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18. ► Activity 1: Songs and Rhymes
Materials Recorded songs, DVD player
Activity Because songs and rhymes allow for limitless repetition, choose them as part of
the daily routines through which children have an opportunity to practise
pronunciation and new vocabulary. Encourage all children to sing along when you
begin to sing or when a recorded song is played. Songs with simple, repeated
words are best for this purpose. For example, singing “Old McDonald had a
Farm” allows children to use the names of the animals and the animal sounds.
Young children at the beginning and emerging stages of learning English may
only be able to hum the melody or make the animal sounds. With time and
repetition, they will begin to hear and anticipate what is coming next in the song
and be able to sing most of the words.
Family and Learning songs and rhymes used in the cultures represented in the group will
Community allow for a smoother transition between home and school. Through consultation
Participation with family and community members, identify folk songs, music and rhymes
traditional to farm life and animals to introduce to the children. Consider hosting
live performances by family or community members so all children can hear and
enjoy the different songs and rhymes from their culture. Children can then
become involved in learning these songs and rhymes, or creating ones of their
own.
Language • describing objects and actions
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19. ► Activity 2: Early Literacy
Materials Blank books in a variety of sizes, extra paper, staplers, hole punchers, crayons,
pencils, photos
Activity Have the children take turns telling a familiar story, either from memory or using
picture prompts. Invite the children to recreate the story using pictures that they
have drawn or painted. Photographs taken of the children enacting the story as a
group activity or during free play or block play can be used to make group or
individual books.
Encourage children to participate by rearranging the order of the pictures to match
the actual storyline. Children with intermediate language skills can be asked to
make corrections to the order of the events according to the storyline.
Extension After children have learned the storyline and have made books using different
media, deliberately change the order of events using children’s drawings or
photographs. Ask, “Is everything in order here?” or “Do you see anything
wrong?” Discuss the storyline and the roles of the characters in the story.
Family and Encourage parents and community members to prompt storytelling in their home
Community language by using children’s books written in English. They can also ask
Participation questions about the storyline in their home language.
Language • asking and responding to questions
Elements • describing objects and actions
Emphasized • giving information and explanation
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20. ► Activity 3: Storytelling/Reading
Materials Enormous Turnip picture book in several languages (available
at http://www.emcn.ab.ca/)
Activity Tell the story Enormous Turnip with the aid of a picture book. Use simple language
and gestures while also pointing to the pictures to help the children follow the
story.
Note: Since animal sounds differ among cultural and linguistic groups, all
children can be encouraged to vocalize the different animal sounds according to
their culture.
Extension Read the story using gestures, then have different children tell the story while
using the picture book as a prompt.
Beginner: Help the child to hold the book, turn the pages, and point to the
characters on each page as the story is read aloud.
Intermediate: Ask the child to take turns along with an English-speaking peer to
retell the story.
Family and After you tell or read the story in English, invite parents or community members
Community to read or tell the story in their home languages. Alternatively, use folk tales from
Participation around the world that have been translated into multiple languages (available
through Edmonton Mennonite Centre for Newcomers
at http://www.emcn.ab.ca/).
Language • listening and following a storyline
Elements • narrative storytelling
Emphasized • describing a present scene, object or person/character
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21. ► Activity 4: Making Props
Materials Enormous Turnip picture book, crayons, washable markers, scissors, collage
materials, glue, paper (construction paper, coloured paper), pieces of fabric with
different textures, colours and thicknesses
Activity Tell the story Enormous Turnip with the aid of a picture book. Once children have
become familiar with the story, engage them in creating props such as papier
mâché vegetables, masks or headdresses that represent the various characters
involved in the story.
Begin by demonstrating the use of the materials while verbally describing the
properties of the materials used for the various props. For example, “This cloth is
soft. It feels like cat fur. I’m going to make a cat headdress with it.”
Extension Extend the discussion to include the plant and/or animal’s characteristics, its size,
habitat and so on, as well as its role in the story. Engage children in conversations
that expand their knowledge of the characters outside the storyline, and connect to
children’s real life experiences and knowledge. For example, “What do you like
about dogs? What do dogs like to eat? Do you know anyone who has a dog?”
Family and Ask parents and community members to bring materials from home that could be
Community used to create culturally specific characters from the version of the story known in
Participation their culture.
Language • asking and responding to questions
Elements • expressing likes and dislikes
Emphasized • describing objects and actions
• giving information and explanation
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22. ► Activity 5: Acting Out the Story
Materials Props such as articles of clothing and masks and/or headdresses can be made by
the children during Activity 4, as well as by you or the parents. Also gather a
collection of clothing articles that are culturally specific.
Activity Begin by narrating the story while playing the role of the farmer, inviting children
to become involved as the various animals attempt to unearth the enormous
turnip.
Ask all children to repeat your actions; for example, as the characters try to pull
out the turnip, encourage the children to not only do the action, but say together
the word “pull.” Encourage children just beginning to learn English to point to or
name the character that they want to play.
In choosing props, ask children with intermediate English language skills to
indicate what they want to wear; for example, “I like the cat best,” “Please give me
the cat mask,” “Thank you.”
Extension Encourage children to take over the roles of narrator and farmer. Give them an
opportunity to choose a different role each time the story is acted out.
Family and Invite parents to bring culturally specific artifacts to be used in the enactment of
Community the story. Have family and community members tell the story in their home
Participation language (using a lot of gestures and nonverbal communication) while all
children, who are already familiar with the story, participate in acting it out.
Language • making requests
Elements • expressing likes and dislikes
Emphasized • using polite language
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23. ► Activity 6: Creative Activities
Materials Various art media such as modelling clay, paint, felt, crayons, textile pieces,
materials for making puppets
Activity Ask the children to represent the story through various art media such as
modelling clay, paint, felt, crayons, textile pieces and so on. They can create
models of the characters, drawings of the story, build puppets (stick puppets,
paper bag puppets, sock or mitten puppets), masks, mobiles, and so on.
While working alongside the children, describe the properties of the materials as
well as your actions. For example, “I like how squishy the clay is. I am rolling it
into a ball. If I pinch it here and here, I can make ears for a cat. Now I can roll a
smaller piece to make a tail.”
Extension Ask children questions regarding the materials such as, “How does the clay feel
when you squish it?” or “How should the fabric for the cat puppet feel?”
Family and Ask parents and community members to bring materials from home like the ones
Community listed above that could be used to create culturally specific characters from the
Participation version of the story known in their culture.
Language • asking and responding to questions
Elements • expressing likes and dislikes
Emphasized • describing objects and actions
• giving information and explanation
• making requests
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24. ► Activity 7: Dramatic Play
Materials Various props as created in previous activities
Activity Practice through peer interaction is essential for language development and a
substantial amount of time should be allowed for dramatic play (for example, one
third of the day). The negotiation of the use of materials, space, roles, actions and
sequence of events in a pretend situation allows children to use descriptive and
interactive language that may not be used in other activities. Play also allows a safe
space for children to use new vocabulary in a trial-and-error way.
Work with the children to create a space to recreate the farmer’s home and field.
Encourage discussion about different houses and different farming jobs, as well as
the roles various family members play in farming. Dramatic play is an opportunity
to talk with peers.
Children with pre-beginner and beginner English language skills may sometimes
be silent and just watch others. They may also rely on gestures to communicate, or
use their home language.
Family and Invite family and community participation in contributing and setting up artifacts
Community for this dramatic play area. Clothes and small gardening tools will bring a realistic
Participation element to the play area. The presence of home artifacts encourages the use of
home languages alongside English.
Language • asking and responding to questions
Elements • expressing likes and dislikes
Emphasized • describing objects and actions
• giving information and explanation
• making requests
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25. ► Activity 8: Sand and Water
Materials A wide variety of root vegetables used by different cultures and reflected in the
different cultural versions of the story, small digging tools used in different
cultures, sand box and water table
Activity The sand box and water table can become part of dramatic play and story
enactment. By having root vegetables and digging tools as part of these areas, you
can initiate and encourage discussions about size, shape, weight and use of the
various root vegetables.
As children with pre-beginner and beginner English language skills start to label
objects, introduce descriptive adjectives by saying while gesturing, “Yes, that is a
carrot. It is long.”
Ask children with intermediate English language skills to describe vegetables
buried in the sand and have the rest of the children guess what the hidden object
is. For example, a child might say, “I feel something long and skinny. What is it?”
Extension As suggested in the prop development and creative activities, the educator should
use descriptive language while manipulating materials alongside the children.
Introduce math-specific vocabulary. For example, say, “I wonder if this shovel is
big enough to dig up the turnip. What do you think?” And “I wonder which is
heavier, this potato or this carrot? How can we tell?”
Family and Encourage family and community participation in contributing vegetables and
Community gardening tools from their home countries.
Language • describing objects and actions
Elements • giving information and explanation
Emphasized • asking and responding to questions
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26. ► Activity 9: Cooking
Materials Real-life cooking equipment, vegetables and other ingredients
Note: Cooking should be done in an area where the children’s safety is assured.
Activity Once the house and farm area are established and children become familiar with a
variety of root vegetables, the vegetables can then be explored for their cooking
uses. Consult family and community members and invite them to share how
these items are traditionally prepared. Involve the children in the hands-on
preparation of several dishes. Use this opportunity to introduce simple
mathematical concepts such as volume, size, weight, quantity, time and
temperature.
Encourage the children to either point to, choose, name or describe their favourite
vegetables. Ask children with more advanced language skills to say which
vegetables combine to make their favourite meals. Discuss the time needed to
cook these vegetables and the sequence of actions needed to prepare them. For
example, explain, “First we need to wash the turnip, and then peel it before we can
chop it into pieces and boil it.” Ask the children, “What size should I make the
pieces? How long do you think we should boil it before we can eat it?” Write down
the children’s predictions and test the readiness of the turnip according to each
prediction.
Extension Use a variety of language describing the shape, colour and taste of the different
vegetables. Ask the children to pick their favourite vegetables and describe them
before they cut them into pieces or put them in the pot.
Family and Encourage the children’s use of their home language with parents and community
Community members during this activity.
Language • asking and responding to questions
Elements • expressing likes and dislikes
Emphasized • describing objects and actions
• giving information and explanation
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27. ► Activity 10: Blocks and Manipulatives
Materials Hollow blocks, cylinders, long boards, half circles, triangles, ramps, cardboard
blocks and wooden blocks of various sizes, as well as block accessories (e.g., toy
figures of people, animals, small cars, trucks)
Activity Have the children create farmhouses, fields, fences, barns, animals and so on
using small and large blocks. Discuss the types of blocks and other materials, such
as small animal and human figures, household items and vehicles, used in the
creation of the playscape. Introduce mathematical, spatial and other vocabulary.
Block play encourages children to solve “technical” problems as they attempt to
build different types of structures to accommodate the animals, human figures
and plants, and to allow for the manoeuvring of vehicles.
Children with pre-beginner and beginner English language skills may sometimes
be silent as they observe how the other children use the materials. They may
sometimes rely on gestures to communicate or use their home languages.
Extension Encourage discussions about the buildings being built, their sizes, shapes,
functions and relationships to each other. Use comparative vocabulary such as
“same” and “different,” “long” and “short,” and “high” or “low.” Ask the
children to describe the characteristics of the different blocks (e.g., size, shape,
weight, colour), to classify, to make patterns, to map their building plan, to predict
and to explain balancing and stability while using a trial-and-error approach.
Discuss the functions of the structures built by the children.
Language • asking and responding to questions
Elements • expressing likes and dislikes
Emphasized • describing objects and actions
• giving information and explanation
• making requests
• giving “how to” instructions
• problem solving and negotiating
Working with Young Children who are Learning English as a New Language © Government of Alberta 25

28. 6: Additional Resources
~ For more background information on the subjects covered in this guide, the following books
are recommended as they are written for educators and other professionals working with
early English language learners and other bilingual children.
Genesee, Fred, Johanne Paradis and Martha B. Crago. Dual Language Development
and Disorders: A Handbook on Bilingualism and Second Language Learning. Baltimore,
MD: Paul H. Brookes Publishing Co., 2004.
Tabors, Patton O. One Child, Two Languages: A Guide for Early Childhood Educators of
nd
Children Learning English as a Second Language. 2 ed. Baltimore, MD: Paul H.
Brookes Publishing Co., 2008.
Teachers of English to Speakers of Other Languages (TESOL). PreK–12 English
Language Proficiency Standards. Alexandria, VA: TESOL, 2006. www.tesol.org
~ The Alberta Association of Immigrant Serving Agencies (http://www.aaisa.ca/) and various
ethnocultural community organizations can be called upon for support and information that
will assist you in your work with linguistically and culturally diverse families.
~ The Edmonton Mennonite Centre for Newcomers (http://www.emcn.ab.ca/) can be
contacted for information regarding Family Literacy Day celebrations and to access
multilingual folk tales.
~ The School of Early Childhood Education at Ryerson University in Toronto sponsors a project
that promotes the use of home language with preschool children both in the home and in
formal programs. Helpful links to resources can be found
at http://www.ryerson.ca/mylanguage/.
~ International Children’s Digital Library (http://www.icdlbooks.org/) offers a wide range of
books in many languages available online.
~ For information regarding the circumstances of newcomer families in Edmonton, see the
document Mapping the Life Experiences of Refugee and Immigrant Families with Preschool
Children, available at http://www.emcn.ab.ca/research/Research.
Working with Young Children who are Learning English as a New Language © Government of Alberta 26

29. Talking is Key … Tips for Helping Children Learn Language
• 12-minute DVD shows examples of children from 3 months to 5
years of age
• Learn everyday tips of how parents help children learn language
• Available in 12 languages
• http://www.parentlinkalberta.ca/publish/946.htm
Preschool Talk Box
• Offers parents information for
– using toys to learn language
– planning fun activities to help children learn language
• http://www.parentlinkalberta.ca/publish/924.htm
Creating Language-rich Environments: A Facilitator’s Guide of
Workshop Activities to Support Parents of Children Birth to
Five Years
These workshop activities provide a framework for parents of
children birth to five years to explore strategies for creating language-
rich environments, and create hands-on opportunities for discussion,
exploration and application of strategies.
This workshop will provide participants with the opportunity to:
• learn basic information about the language development of
children ages birth through five years
• learn key strategies that enhance language skills during
everyday activities
• identify and discuss everyday situations and activities that are
opportunities to use these strategies.
http://www.parentlinkalberta.ca/publish/docs/Facilitators_Guide.pdf
Working with Young Children who are Learning English as a New Language © Government of Alberta 27

30. A emerging stage of learning English
activities for language learning. See also home about the stage, 2
language learning activities; play activities for, 14, 16, 22, 23, 25
activities; stories English language learning. See also activities
about planning activities, 13–15 for language learning; stages of English
art activities, 19, 21 language learning
blocks and manipulatives, 25 aptitude for, 3
cooking, 10, 24 comparative vocabulary, 25
describing unseen objects, 15 errors in, 2–3, 14
dramatic play, 20–23 formulaic expressions, 2
early literacy, 17 language elements to learn, 13, 16–25
making props, 19 language functions, 13
sand and water, 23 length of time to learn, 3
songs and rhymes, 6, 16 literacy activities, 17
storytelling, 17–20 modelling of language use, 11–12
Alberta Association of Immigrant Serving new material, 14
Agencies, 26 nonverbal communication, 11
aptitude for language learning, 3 pronunciation, 3, 14
repetition, 11, 14
resources, 18, 26–27
B role of play in, 10–12
beginning stage of learning English
socio-economic status and, 4
about the stage, 2
when to learn, 4
activities for, 14, 16, 22, 23, 25
Enormous Turnip (picture book), 18–20
bias and discrimination, 10
errors in language learning, 2–3, 14
blocks, 25
bulletin boards, 8
F
families and communities. See also home
language
communication with families, 7–9. See also
about communication with, 7–9
families and communities
home visits, 9
cooking, 10, 24
inclusion in school activities, 10, 16, 24
Creating Language-rich Environments, 27
language learning in, 15
cultural brokers, use of, 8–9
loss of home language, 5–6
meetings and gatherings, 9
D multiple languages, 5
developing stage of learning English newcomer issues, 7
about the stage, 2 oral cultures, 4
activities for, 17, 18, 20, 23 play in other cultures, 9, 12
dramatic play, 20, 22, 23 resources for, 26–27
Dual Language Development and Disorders socio-economic status, impact of, 4
(Genesee), 26 Family Literacy Day resources, 26
field trips, 10
E first language. See home language
Edmonton Mennonite Centre for Newcomers,
18, 26
Working with Young Children who are Learning English as a New Language © Government of Alberta 28

31. G O
games, 6, 15 One Child, Two Languages (Tabors), 26
oral cultures, 4
home language. See also families and P
communities photos of children, use of, 8, 17
about development of, 5–6 play activities. See also activities for language
in welcoming learning environments, 10 learning
literacy and, 4–5, 15, 17 about importance of play, 10–11
loss of, 5 dramatic play, 10–11, 20–23
resources, 26–27 in other cultures, 9, 12
socio-economic status and, 4 Preschool Talk Box (resource), 27
use in beginning stage, 2 puppets, 15, 21
home language learning activities
about activities for learning, 6 R
cooking, 10, 24 resources on language learning, 18, 26–27
dramatic play, 22, 23
games, 6
songs and rhymes, 6, 16
S
sand box, 23
storytelling, 6, 17–18, 20, 22
socio-economic status of families, 4
home visits, 9
songs and rhymes, 6, 16
stages of English language learning
I about stages of learning, 2–3
immigrant services, resources for, 26 beginning stage, 2, 14, 16, 22, 23, 25
International Children’s Digital Library, 26 emerging stage, 2, 14, 16, 22, 23, 25
interpreters, use of, 8 developing stage, 2, 17, 18, 20, 23
stories. See also activities for language learning
L art activities, 19, 21
learning environments dramatic play, 20, 22
about welcoming environments, 8, 10–12 early literacy activities, 17
teachers’ roles, 7–8 puppets, 15, 21
storytelling, 4, 14
M use of storybooks, 12, 14, 18–20
Mapping the Life Experiences of Refugee and
Immigrant Families with Preschool T
Children, 26 Talking is Key (DVD), 27
motivation of learners, 15 teachers’ roles, 7–8
television and other media
N peer groups and, 13
newsletters, 8 use of home language and, 6
nonverbal period of language learning, 2 Tolstoy, Alexi, Enormous Turnip , 18–20
toys, 12, 15, 25, 27
Working with Young Children who are Learning English as a New Language © Government of Alberta 29

32. water table, 23
Enormous Turnip picture book, 18
folk tales, 18
on language learning, 26–27
Working with Young Children who are Learning English as a New Language © Government of Alberta 30

33.

34. As an early childhood professional, use
information and strategies from this guide to
support young children learning English as a
new language.
This guide also offers strategies for:
• developing and maintaining the home
language
• engaging families and communities
• creating a supportive learning environment
• planning language learning activities.

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