Se Habla PK-3?

A new report from the Foundation for Child Development surveys the research about language learning in the PK-3 years and debunks six common myths about young English Language Learner students.

Myth #1: Learning two languages during the early childhood years will overwhelm, confuse and/or delay a child’s acquisition of English. Scientific research shows that children as young as three years old are able to differentiate between different languages—so parents don’t need to worry that exposure to more than one language will confuse children. Research also suggests that there are long-term cognitive benefits to learning multiple languages early.

Myth #2: Total English immersion from Prekindergarten through Third Grade is the best way for a young English Language Learning to acquire English. In fact, recent research shows that ELL children who receive support for both home language and English acquisition in the pre-k and early elementary years have better middle- and high-school English language achievement than children from English-only early education. Children in total-immersion pre-k programs tend to lose their ability to speak in their home language, which may harm their ability to communicate with their families, and deprive them of the cognitive and economic benefits of knowing a second language.

Myth #3: Because schools don’t have the capacity to provide instruction in all of the languages represented by the children, they should provide English-only instruction. ELL students are speaking an increasingly diverse array of languages—students in Fairfax County, VA, for example, speak more than 140 languages—and this poses challenges for teachers. Even when they don’t know the languages children speak, teachers can still foster native-language development by encouraging parents to read to children in their native language and training community leaders who interact with children in their native language.

Myth #4: Native English speakers will experience academic and language delays if they are enrolled in dual language programs. Research does not show that participating in a dual language program harms native English speaking children’s achievement. Learning a second language in early childhood can have cognitive benefits, as well as long-term cultural and economic advantages for multilingual students.

Myth #5: Spanish-speaking Latinos show social as well as academic delays when entering kindergarten. The academic achievement gap for young Latino ELLs at kindergarten entry is well-documented, but there is very little evidence about the social-emotional development of young ELL children. Some research suggests children of Mexican immigrants may have a “mental health advantage” relative to children from similar economic backgrounds.

Myth #6: Latino ELLs are less likely to be enrolled in Prekindergarten programs because of their families’ cultural values. Recent studies dispute this conventional wisdom: They suggest that Latino children are less likely to attend high-quality pre-k because of costs and lack of access. A survey found that Latina mothers value quality early education but cannot find affordable programs in their neighborhood.

More than 5 million English language learner students—nearly 10 percent of all students—are enrolled in U.S. public schools, and that number is growing. As more and more American schools educate ELL students, dispelling myths—and providing educators with solid evidence about what does and doesn’t work in early education for ELL students—is increasingly important.

Not all ELL children are immigrants or children of immigrants—and not all immigrant children are ELLs. But, because nearly half of the nation’s undocumented workers have children–nearly 65% of whom are under age 10—schools also need to be prepared for dealing with unique issues raised in communities with significant populations of undocumented workers. A recent report from The National Council of La Raza looks at how schools can support children in communities affected by worksite raids to find undocumented workers.

Immigration is a controversial political topic right now, but it’s impossible to deny that schools have historically been a key part of our national infrastructure for assimilating immigrants; teaching them our language, culture, and values; and making it possible for them to pursue the American dream. Improving the quality of education we provide ELL students and other children of immigrant parents must be a key part of any strategy for dealing with immigration.