Nobody can deny the importance of language in early childhood. Media campaigns that encourage adults to talk, sing, and read with young children are commonplace. However, deeper understanding of children's language use is rarely shared with educators or parents of the expanding population of multilingual children. In our work at WIDA, we have the privilege of connecting with parents and educators of young multilingual children from across the United States. These adults often talk about which language(s) the multilingual child speaks (for example, "He speaks Spanish at home; I noticed that he uses more English at Circle Time; she only knows shape words in Arabic"), but rarely talk about the interactive ways that children use language with others. What if we could flip the lens of how we view language and focus on the shared learning experiences that multilingual children have with others when using language? What if we thought about the purpose of language during social interactions, instead of looking at which language is or isn't being used? This is exactly what we are doing in our national professional development work. Along the way, we have found connections between why children use language at home, in their communities, and in their early care and learning settings.
All children can benefit from having collaborative language interactions with attentive, responsive, and supportive adults. Attentive adults notice children's abilities to understand what others say (receptive language) and to communicate with those around them (expressive language). Supportive adults interact with children in ways that will develop children's receptive and expressive skills. For instance, an adult can ask a multilingual child in all his or her languages to point to various objects or can encourage the child to nod or smile if he or she agrees with a particular comment. Responsive adults react to children's receptive and expressive communication attempts. For instance, if a child points to the door, a responsive adult might say, "Do you want to go outside?" If a child talks to an adult, the responsive adult asks follow-up questions to extend the child's communication efforts.
Additionally, all children benefit from actively participating in learning experiences. Language is the tool that children use to make meaning when interacting and engaging with others. By focusing on what children can do with language, adults can provide accessible learning opportunities for multilingual children. Based on a review of the literature, empirical research on language use in preschool settings, and a language analysis of early childhood standards, WIDA identified three distinct purposes, or key uses, for language use in multilingual students: to express self, recount, and inquire.
When expressing self, a child might talk about his or her feelings or preferences. When recounting, a child might retell a story or experience. Lastly, when inquiring, a child attempts to find answers to his or her questions. Although the three key uses are distinct, they work in tandem and often overlap. (For more information on key uses, please visit the Can Do Descriptors section of www.wida.us.
Table 1 shows how key uses can help educators consider the purpose of language use during social interactions while planning standards-based learning activities for multilingual children. As seen at the top of Table 1, a series of four questions can guide educators to focus on both learning and language during play-based activities. In response to question one, we purposely chose musical free play for an activity because it often falls under the early learning standard Approaches to Learning and Play, and because music is a popular cultural activity that multilingual children enjoy participating in at home. In response to question two, we identified the expected key uses as express self and inquire. To address question three, we encourage adults to act as facilitators in this activity by listening to the child and using open-ended questions to extend the conversation. This will allow multiple opportunities for the child to share ideas (express self) and ask questions (inquire). Lastly, in response to question four, we provide examples for language supports to help create a space for the multilingual child to use all of her or his language resources while participating in this learning activity.
In summary, adults play important roles in creating language-based interactions that support multilingual children's learning regardless of the language(s) they hear and speak at home and in their community. Therefore, adults should have a broad understanding of key concepts related to language, including using language to learn and make meaning, communicate with and understand others (expressive and receptive skills), and for the three key uses. This deeper way of looking at language can help adults create spaces that affirm children's cultural and linguistic backgrounds and value their interests and experiences.
Table 1: Language Use and Young Children's Standards-Based Learning
Develop English Language Skills by Considering How Young Children Use Language-table
"Question 1: How can I plan activities around a child's interests?" | "Question 2: What's the expected purpose of language use in this activity?" | "Question 3: How do I expect adult and child to interact in this activity?" | "Question 4: What language supports can I embed in this activity?" |
|---|---|---|---|
| "Early Learning Standard: Approaches to Learning and Play Goal: Child shows interest in discovering new things" | "Plan: During free play, child will demonstrate curiosity when new musical instruments and songs are introduced Key Use: Express self and inquire" | "Child: • Listens to music and others' comments • Shares own ideas • Questions Adult: • Listens to child • Asks open-ended questions" | "Language Supports: • Value and create space for use of all languages • Musical instruments and songs • 1:1 interaction • Gestures" |