Introduction
Emergent Multilingual Learners and the Early Learning Guidelines
The revised New York State Early Learning Guidelines use the term “emergent multilingual learners” to refer to children ages birth through age eight who are learning multiple languages and who have the opportunity to become bilingual or multilingual adults. This term aims to recognize and promote multilingualism as a strength. Research shows that there are many benefits associated with speaking more than one language, such as increased ability to focus, enhanced problem-solving abilities, greater working memory, and enhanced ability to apply concepts to new situations.
The “educators might observe” sections of the Guidelines include many items in which the child speaks or responds to speech. These items are not specific to English. The child might make or respond to a similar statement in their home language(s) or language varieties. As this is true for all such items in the Guidelines, “in their home language” is not specified for each one.
Families often have different information about children’s language practices than that held by educators. It is important to engage families in ongoing two-way communication in order to form a complete picture of children’s development. Educators need this information from families in order to accurately understand emergent multilingual children’s developmental progress.
To establish a collaborative partnership with families and gain as much information as possible, educators are encouraged to ask families to complete a home language survey when they enroll in the program. A home language survey is a tool that allows educators to collect important information about children’s language practices. At the time the survey is completed, educators engage families and, if appropriate, children, in conversation about their language practices, their observations of the child’s development, and the best ways to create a smooth transition into the learning environment. A sample home language survey is included in the Appendix of this document.
Language learning progressions are dynamic, different for each child, and subject to fluctuation. Educators may use the NYS Early Learning Guidelines to reflect on how a child’s emergent multilingualism is observable across the domains of development.
The child’s sense of self and sense of belonging in the learning environment influence their ability to engage and learn. All educators are encouraged to learn about and adopt multilingual approaches. Educators who are able to speak the child’s home language or language varieties should do so during both instructional and social activities. All educators can welcome the families and children to speak in their home languages in the learning environment. Educators communicate the value of multilingualism by encouraging families to speak, play, and read to children in their home languages.
The “ways the educator might support the child’s development” sections within the NYS Early Learning Guidelines include specific suggestions for supporting emergent multilingual learners. They include ways that educators can support the development of children’s home language(s) and language varieties, including instructional, environmental, and family-engagement supports.