Office for Education PowerPoint Presentation Template

Language and literacy development through the

Indicators of Preschool Literacy

Antonella Macchia Program Leader, Powerful Learners, Literacy antonella.macchia@sa.gov.au

Indicators of Preschool Numeracy

and Literacy

The shaping of the Indicators of Preschool

Numeracy and Literacy were conceptualised to:

• identify and plan for each child’s numeracy and literacy

learning.

• monitor, assess and report on each child’s numeracy and

literacy learning.

• This shaping required educators to not only collaborate, but to actively listen to each other … to allow the expression of a range of perspectives and to be open to a range of possibilities.

• Where do multilingual perspectives fit into this process?

How is literacy defined?

• In conceptualising the Indicators it was important to refer to the definition of literacy in the EYLF.

• It was this definition that guided the development of the Indicators: • Literacy incorporates a range of modes of communication including

music, movement, dance, storytelling, visual arts, media and drama, as well as talking, reading and writing. Contemporary texts include electronic and print based media. In an increasingly technological world, the ability to critically analyse texts is a key component of literacy. Children benefit from opportunities to explore their world using technologies and to develop confidence in using digital media. (EYLF p.38)

• Consider how this definition of literacy applies to second language learning.

The child and the EYLF • The child and the EYLF are at the centre of the

model recognising that children:

• bring diverse experiences, perspectives, expectations, knowledge and skills to their learning.

• The EYLF Principles, Practices and Learning Outcomes are fundamental to early childhood pedagogy and curriculum decision making.

• Languages learning at preschool is conducted through the lens of the EYLF.

In the multilingual context, educators need to: • organise the preschool setting for second language learners

to belong, be and become • find out about the learners as individuals and members of

their community. • ensure that caregiving routines, teaching strategies,

curriculum and assessment are culturally relevant • ensure that all children are taught to 'respect, appreciate,

and positively interact with people who are different from them' (York 2003, p. ix)

• know how to communicate with second language learners.

Literacy Learning Processes

patterning

generalising

• The Learning Processes connect all four Indicators in Literacy.

• These Learning Processes are equally applicable to second language learning.

The Indicators describe the child being and becoming literate

Four Literacy Indicators:

• describe how a child sees, interacts with and explores their world.

• are interconnected and not sequential.

• are not a list of teachable items that require children to be removed from the everyday planned curriculum experiences.

• are applicable to literacy development in both L1 and L2.

The Indicators:

• identify aspects of numeracy or literacy learning that

can be observed in the day–to–day learning context of

a preschool.

• elaborate on each Indicator and provide broad observable outcomes within the preschool context

• are interconnected and relate to each other in multiple ways

• guide educators in their observations and decisions

• are not a checklist or continuum

• allow children to demonstrate their knowledge and understanding of L1 and/or L2 in different and equally meaningful ways.

Key elements:

The Indicators of Preschool Literacy are designed to assist educators to:

• develop a shared language

• acknowledge the diverse range of skills, knowledge, understandings and learning processes

• consider distance travelled

• recognise and value each child’s capacities

• intentionally set up environments.

Educators will focus on:

• the growth of the child

• providing environments that enable children to demonstrate their

knowledge, skill and dispositions

• evidence of each child’s development of learning processes and how they

were observed

• using evidence collected as a key conversation point

• recording evidence in a way that makes a child’s learning visible.

Collecting evidence of learning

With a multicultural approach, educators will also focus on:

• the range of behaviours that demonstrate a trajectory of learning in both L1 and L2

• the transferability of L1 orthography skills to L2 skill development and vice versa

• describing literacy progress in both L1 and L2 (where relevant).

Evidence of learning • The Indicators and Key Elements are not ‘normative’.

• Children are not all expected to demonstrate progress or achievement in the same way.

• Evidence will be unique and individual to each child.

• Learning can be recorded at an individual, small group and whole group level.

The Indicators of Preschool Literacy:

• are underpinned by the practices, principles and outcomes in Belonging, Being and Becoming

• place the child at the centre as a competent and capable learner

• provide a common set of critical indicators of learning

• identify key learning processes that underpin literacy learning

• are interconnected and not sequential.

Key messages

• Recognise that all children are literate and demonstrate their learning in their own unique way.

• Are for educators to use in a continuous cycle to identify, plan for, assess, monitor and report on each child’s learning and growth.

• Support educators to reflect on and improve pedagogy for literacy learning.

• Apply equally to L2 as to L1.

Key messages cont.

Educator feedback

“Parents will be supported to take this journey of using the Indicators with us so they can contribute information about how their children are applying their learning at home and to make it evident that there is a great deal of literacy learning happening as their children engage in play.”

“Focus on literacy processes and key elements supports ensuring literacy is embedded in practice for all children.”

“I used the indicators when writing the children’s statements of learning. I found I could clearly articulate the child’s literacy development with greater details and examples. Very, very helpful!”

The status of second language learning in South Australian schools and preschools

• Languages are compulsory from reception to year 8.

• The Multilingual Literacy Project, a joint initiative between DECD and Flinders University of SA, rolled out to 30+ primary schools.

• Three SA preschools participating in the Early Learning Languages Australia trial.

• Ten preschools participated in the DECD Languages in Early Childhood Settings (LECS) trial in 2010.

All of the LECS programs garnered significant community support

Interpreting the Indicators multilingually

What this means in practice …

• I use separate languages to connect with my multilingual world.

• I understand the different languages of my multilingual world.

• I represent my multilingual world using different sets of symbols.

• I engage with multilingual texts and make multicultural meanings.

I use different languages to connect with my multilingual world

• I use L1 to …

• I use L2 to …

What does this look like in practice?

My teachers need to:

• encourage me to use my various languages

• help me to repeat and practice new phrases

• give me time to respond in my new language

• involve my family

• teach new language through themes and play.

• The play based approach has been the focus of the Spanish program at Roxby Downs kindergarten.

• The book “Where is the Green Sheep?”, led to using the concepts in the book (e.g. colours, positional concepts, activities) throughout the play environment.

Play based languages learning

I understand the different languages of my multilingual world • I understand L1 with regards to …

• I understand L2 with regards to …

What does this look like in practice?

My teachers need to: • honour my silence as part of my learning stage

• find ways to recognise my understandings

• model and recycle new language often, e.g. running commentaries

• plan for and use ‘translanguaging’ whenever possible

• use my different languages at my level.

I represent my multilingual world using different symbols • I know that symbols work in different

ways for different languages

• I have skills that transfer across different symbolic systems

My teachers need to:

• make different symbols a part of the everyday environment

• have everyone play with different symbols

• assess literacies across languages.

I engage with multilingual texts and make multicultural meanings

• I choose texts in different languages

• I make meanings in different cultures

What does this look like in practice?

My teachers need to: • obtain multilingual and bilingual resources, e.g. books, audio

stories, songs, visuals, board games

• make them part of the everyday environment

• label resources in my languages or use symbols I understand

• take an interest in my languages and multicultural meanings.

What are the implications of a multilingual interpretation of the Indicators?

• Staffing?

• Family involvement?

• Community involvement?

• Pedagogy?

• Resources?

References for supporting multilingual Early Childhood learners

The slides on Pedagogical implications of a multilingual interpretation of the Indicators draw their information mainly from Crosse (especially pp. 25 and 68-71), Tabors, Clark and also Baker. Baker, C 2011, Foundations of bilingual education and bilingualism, 5th edn, Multilingual Matters, Bristol UK.

Clarke, P 2009, Supporting children learning English as a second language in the Early Years (birth to six years) , Victorian Curriculum and Assessment Authority, Victoria, Australia, online at http://www.vcaa.vic.edu.au/documents/earlyyears/supporting_children_learning_esl.pdf

Crosse, K 2007, Introducing English as an additional language to young children: a practical handbook, 1st edn, Paul Chapman Pub., London.

Hill, PW & Crévola, CA (2006), Key features of a whole-school design approach to literacy teaching in schools, online at http://cunningham.acer.edu.au/inted/onlinedocs/1999acerconf/crevola_paper.pdf. Accessed 01/07/15

Tabors, PO 2008, One child, two languages: a guide for early childhood educators of children learning English as a second language, 2nd edn, Paul H. Brookes Pub. Co, Baltimore, Md. York, S 2003, Roots and Wings: Affirming culture in Early Childhood programs, revised edition, Redleaf Press, St Paul MN.

Some sites helpful in obtaining multilingual resources, eg FL books, bilingual books, FL taped stories, linked story props, Big Book, e-book, board games and puppets http://www.mantralingua.com the world's largest publisher of dual language books in English with 65 languages. Global Books Sydney www.globallanguage.com.au/contact_global_language.php Carry a large supply of bilingual and dual language books and CDs. Book Garden, NSW www.thebookgarden.com.au Children’s books and text books – suppliers of books on diversity and language.

http://www.decd.sa.gov.au/teachingandlearning/pages/Yearsr10/ http://www.acleadersresource.sa.edu.au/dev/preschool/index.html

Acknowledgements

Multilingual references: Dr. Jenny Barnett