Snapshot 3.7. Learning Two Languages in an Alternative Dual Language
Program in Kindergarten (cont.)Interacting with Storybooks: Principles for Planning
Writing: Sum up each lesson with quick (5-minute) writing tasks, such as describing a
character, writing in response to a text-dependent question, giving an opinion. Engage
the students in jointly reconstructing the story once it has been read several times and
vocabulary has been taught. Facilitate students’ use of new general academic vocabulary
(e.g., scrumptious, encouraged) and grammatical structures (e.g., Once upon time... ,
After she went to sleep... ) as you retell/rewrite the story together.
Extending Understandings: Expand the ideas in the book to other classroom tasks.
Provide copies of the book (in both languages, if possible) in the library area, writing
and art center, and listening center. Encourage the children to retell the story, dramatize
it, and write it (or an altered version of it) themselves once they have heard it several
times.During Writing Workshop, the kindergarten teachers notice that the EL children (and other
dual language learners) usually choose to write in Spanish. Sometimes, however, they choose
to write in English or to write bilingual stories. The teachers continue to encourage all of the
children to develop sophisticated understandings of both Spanish and English and to use the
language skills, abilities, and knowledge they develop in designated ELD throughout the day.Additional Information
Web sites- Dual Language of New Mexico maintains an extensive array of resources for dual language programs: http://
http://www.dlenm.org/. - Center for Applied Linguistics (CAL) provides resources for two-way immersion and dual language educators:
http://www.cal.org. - Colorín Colorado has many resources for teachers and parents that support dual language development: http://
http://www.colorincolorado.org/. - Bilingual Learning (a project of Southern California Public Radio, http://www.scpr.org/)) has many examples
of dual language education programs (including a map for finding California bilingual programs), as well as
research and information: http://projects.scpr.org/bilinguallearning/. - Some additional examples of California Bilingual Programs are the following:
- Semillas Community Schools: http://www.dignidad.org/
- Los Angeles Leadership Academy: http://www.laleadership.org
Recommended reading
Gillanders, Cristina, and Dina Castro. 2011. “Storybook Reading for Young English Language Learners.” Young
Children. January: 91-95. (http://www.naeyc.org/files/yc/file/201101/GillandersOnline0111.pdf).
Howard, Elizabeth R., Julie Sugarman, Donna Christian, Katherine J. Lindholm-Leary, and Rogers, D. 2007. Guiding
Principles for Dual Language Education. 2nd ed. Washington, DC: Center for Applied Linguistics. (http://www.cal.
org/twi/guidingprinciples.htm).
Naqvi, Rahat, Anne McKeough, Keoma Thorne, and Christina Pfitscher. 2012. “Dual-Language Books as an
Emergent-Literacy Resource: Culturally and Linguistically Responsive Teaching and Learning.” Journal of Early
Childhood Literacy 13 (4): 501-528. (http://ecl.sagepub.com/content/13/4/501.refs).
Additional examples of designated ELD linked to different content areas are provided in the
transitional kindergarten and grade one sections of this chapter and, with older students, in
chapters 4–7.
226 | Chapter 3 Kindergarten