Supporting Early Writing in Dual Language Head Start Classrooms

Abstract

The following research-to-practice summary addresses the findings from the original intervention study and provides specific guidance for early childhood practitioners. These recommendations respond to a current and growing concern on how to implement developmental, cultural, and linguistically appropriate curricula, namely, recommendations focus on describing effective teaching practices that promote school readiness in classrooms with children who are dual language learners. In addition, the summary describes how the curriculum was implemented, using an explicit instructional design that embedded early writing and print knowledge in a developmental sequence to support learning new concepts and ideas. Additional suggestions on culturally and linguistically responsive teaching and learning practices are provided.

Keywords:

• dual language learners (DLLs)
• Head Start
• early literacy
• writing instruction

ACKNOWLEDGMENTS

Carola Matera is now an independent consultant in Santa Barbara, California.

This research was supported by the University of California Linguistic Minority Research Institute Dissertation Research Grant Award 08-08CY-02DG-SB and the Office of Planning, Research and Evaluation Head Start, U.S. Department of Health and Human Services, Grant 90YD0199.