‘Language shades everything’: Considerations and implications for assessing young children from culturally and linguistically diverse backgrounds

Anne Keary; Jane Kirkby

doi:10.21153/tesol2017vol26no1art705705

Authors

Anne Keary Monash University, Australia
Jane Kirkby Monash University, Australia

DOI:

https://doi.org/10.21153/tesol2017vol26no1art705705

Keywords:

language assessment, early childhood, EAL, narrative inquiry

Abstract

Assessment of young children from culturally and linguistically diverse backgrounds holds the potential to provide important insights into learning. Two researchers investigated an Allied Health screening program that was conducted in three kindergartens in a disadvantaged area of outer Melbourne, Australia. Drawing on narrative inquiry methodology the researchers explored the understandings given to the screening program by Allied Health professionals and Early Childhood teachers and administrators in relation to CALD children. From analysis of interview and focus group data, insights were gained into the way the screening program employed culturally and linguistically responsive practices. Flexible assessment practices, acknowledgement of children’s linguistic abilities and family- centred practice emerged as key strategies to enhance Early Childhood assessment programs that cater to the strengths and needs of young children from CALD backgrounds. However, the investigation demonstrated that issues of equity and compromise are heightened as policy and practice diverge on how to implement these strategies. In conclusion, it is argued, that targeted professional learning could assist Early Childhood teachers to negotiate this divergent space.

Metrics

Metrics Loading ...

References

Andrews, M.,Squire, C. & Tamboukou, M. (2013). What is narrative research? in M. Andrews, C. Squire & M. Tamboukou (Eds.) Doing narrative research, 2nd ed. London: Sage Publications Ltd.

Banerjee, R., & Hutchison, S. (2010). Current practices and training needs of early childhood professionals in assessment. In R. Banerjee & M. Guiberson (2012.). Evaluating young children from culturally and linguistically diverse backgrounds for special education services. Young Exceptional Children, 15(1), 33-45.

Banerjee, R., & Guiberson, M. (2012). Evaluating young children from culturally and linguistically diverse backgrounds for special education services. Young Exceptional Children, 15(1), 33-45.

Brinkman, S., Sayers, M., Goldfield, S., & Kline, J. (2009). Population monitoring of language and cognitive development in Australia: the Australian Early Development Index. International Journal of Speech-Language Pathology.

Bristol, L., & Ponte, P. (2016). ‘Muddying the space’: social justice, action research and professional learning. In J. Wilkinson, L. Bristol, & P. Ponte (Eds.), Professional development: education for all as praxis. London & New York: Routledge, 63-80.

Butler, D. L., Lauscher, H. N., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20(5), 435-455.

Connor, J. (2011). Thinking about practice: working with the early years learning framework. In Early Childhood Australia (Ed.), (Vol. 21).

Clandinin, D. J., & Huber, J. (2010). Narrative inquiry. In B. McGaw, E. Baker, & P. P. Peterson (eds.), International encyclopaedia of education (3rd ed.). New York, NY: Elsevier.

Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221-240.

Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire (Vol. 23). Multilingual Matters.

DEEWR (Department of Education Employment and Workplace Relations). (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR.

DET (Department of Education and Training). (2016). Victorian Early Years Learning and Development Framework. Victoria: DET

Goldfield, S., O’Connor, M., Mithen, J., Sayers, M., & Brinkman, S. (2014). Early development of emerging and English- proficient bilingual children at school entry in an Australian population cohort. International Journal of Behavioural Development, 38(1), 42-51.

Guiberson, M. (2009). Hispanic representation in special education: patterns and implications. Preventing School Failure, 53, 167-176.

Guiberson, M., & Atkins, J. (2012). Speech-language pathologists’ preparation, practices, and perspectives on serving culturally and linguistically diverse children. Communication Disorders Quarterly, 20, 1-12.

Halliday, M.A.K. (2004). Three aspects of children’s language development: learning language, learning through language, learning about language. In J.J. Webster (ed.), The language of Early Childhood: New York: Continuum, pp 308-326.

Hu, J. (2014). A study of Australian early childhood educators’ attitudes toward Chinese children’s home language and English development in early childhood settings. Literacy Education and Computer Education Journal, 5(4), 1729 -1737.

Hu, J., Torr, J., & Whiteman, P. (2014). ‘Parents don’t want their children to speak their home language’: how do educators negotiate partnerships with Chinese parents regarding their children’s use of home language and English in early childhood settings? Early Years, 34(3), 255-270.

Hughes, P., & MacNaughton, G. (2002). Preparing early childhood professionals to work with parents: the challenges of diversity and dissensus. Australian Journal of Early Childhood, 27(2), 14-20.

Kim, J. H. (2015). Understanding narrative inquiry: the crafting and analysis of stories as research. SAGE Publications.

McKay, P. (2006). Assessing young language learners. Ernst Klett Sprachen, ix - xi.

Meiers, M. (2016). Literacy in the transition from preschool to school: a longitudinal investigation. In J. Scull & B. Raban (Eds.), Growing up literate: Australian literacy research for practice. South Yarra, Victoria: Eleanor Curtin Publishing.

Moll, L., Amanti, C., Neff, D., & González, N. (2005). Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. In N. González, L. Moll, & C. Amanti (Eds.), Funds of knowledge: theorizing practices in households, communities and classrooms. Mahwah, N. J.: Lawrence Erlbaum Associates.

Molyneux, P., Scull, J., & Aliani, R. (2016). Bilingual education in a community language: lessons from a longitudinal study. Language and Education, 30(4), 337-360.

National Association for the Education of Young Children (NAEYC) (2009b, September 14, 2016). Where we stand on responding to linguistic and cultural diversity. Retrieved from http://www.naeec.org

National Association for the Education of Young Children (NAEYC) (2009b, May 3, 2017). Where we stand on assessing young English language learners. Retrieved from http://www.naeec.org

Pennycook, A. (2015). Early literacies and linguistic mobilities. In C. Stroud & M. S. C. Prinsloo (Eds.), Language, literacy and diversity (pp. 187-205): Routledge Critical Studies in Multilingualism.

Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5-23.

Scull, J., & Bremner, P. (2013). From conversation to oral composition: supporting Indigenous students’ language and literacy. Babel, 48(1), 20 - 29.

Stamopoulos, E. (2012). Reframing early childhood leadership. Australasian Journal of Early Childhood, 37(2), 42- 48.