Review

Scaffolding Strategies: The Professional Handbook discusses the importance of individualization for children who are DLLs and provides specific teaching practices to support their development and learning. Furthermore, specific scaffolding strategies for children who are DLLs are embedded throughout the learning activities in the Teaching Guides.

Home and Tribal Languages: Big Day for PreK™ provides many classroom materials translated into Spanish, such as wall charts, finger plays, and songs. While the curriculum states, "Honor the diverse cultures and languages of your children," it lacks adequate guidance on how to incorporate children's home languages into the learning experiences and environment. Tribal languages are not addressed.

Scaffolding Strategies: The curriculum provides general guidance on how to scaffold the development and learning of children who are DLLs. For example, the Teacher's Handbook identifies and describes four practices for supporting these children: language-rich environment, active participation, vocabulary expansion, and predictable routines. C4L engages children in meaningful use of language through a balance of whole-group, small-group, and individual interactions with children who are DLLs. However, it lacks specific, embedded scaffolding strategies across curriculum materials to support the learning and development of children who are DLLs.

Home and Tribal Languages: The Teacher's Handbook states that "teachers should support DLLs in both their home languages and in English" (pg. 45). However, the curriculum provides little guidance on how to authentically incorporate children's home languages into the learning environment. The guidance is limited to suggestions to label classroom items in the children's home languages and to invite children to bring empty boxes of food with original labels reflective of children's home languages. Tribal languages are not mentioned at all.
 

Scaffolding Strategies: The Handbook provides general guidance on teaching children who are DLLs (e.g., making cross-curricular connections, offering visuals, allowing home language to be used to demonstrate understanding). In addition, the curriculum includes information about the stages of language acquisition and some language support strategies for each stage.

Home and Tribal Languages: Core Knowledge® lacks guidance on how to incorporate children's home languages into the learning experiences and environment. Tribal languages are not addressed.

Scaffolding Strategies: The curriculum provides specific guidance to scaffold the development and learning of children who are DLLs. Volume 1: The Foundation offers a description of dual language development. Volume 3: Literacy provides a range of specific strategies to support children who are DLLs at various stages of English language acquisition. Furthermore, specific scaffolding strategies and supports for children who are DLLs are embedded throughout the Intentional Teaching Cards and Teaching Guides.

Home and Tribal Languages: Volumes 1–6 provide guidance on how to incorporate children's home languages into the learning environment, such as labeling materials in children's home languages and incorporating children's home languages in classroom activities. In addition, the Teaching Guides and Intentional Teaching Cards offer specific suggestions for how to use children's home languages during learning experiences (e.g., count in children's home languages; introduce books in children's home languages before English). Many curriculum materials are translated into Spanish. Tribal languages are not addressed.

Scaffolding Strategies: The curriculum provides general guidance on how to scaffold the development and learning of children who are DLLs. For example, the Teacher's Manual gives a brief overview of strategies for supporting DLLs (e.g., speaking slowly and clearly, maintaining eye contact, using real objects, and Total Physical Response). In addition, the Learning Lab Facilitation Guides include questions teachers might ask to provide extra support for DLLs. Even so, the guidance is not specific, nor is it embedded throughout the curriculum materials.

Home and Tribal Languages: While the Teacher's Manual states that children should not be discouraged from speaking their home languages, the curriculum does not provide guidance on how to authentically incorporate children's home languages in the learning environment. Tribal languages are not addressed.

Scaffolding Strategies: The "Teaching Dual and English Language Learners" chapter of Foundations for Learning provides general guidance on how to scaffold the development and learning of children who are DLLs. For example, the curriculum suggests teachers extend learning by maintaining themes for days at a time, using key word lists for each theme, and using visual aids, body language, gestures, and facial expressions as part of communication. Each unit in the Volumes includes one "DLL Tip;" some tips are scaffolds, such as "use non-verbal demonstrations to engage DLLs in early explorations of the five senses." Even so, this guidance is not specific, nor is it embedded throughout the curriculum.

Home and Tribal Languages: Learn Every Day™ provides general guidance on how to incorporate children's home languages into the learning environment. For example, Foundations for Learning advises teachers to have models of each child's home language in each area of the classroom and to invite adults who know a child's home language to engage in rich, interesting conversations with the child. In addition, a limited number of suggestions are provided in the Volumes (e.g., ask family members to send books from their home countries to class, look for non-fiction books in the languages of the children). Even so, the Volumes lack additional specific guidance on how to incorporate children's home languages into learning experiences. Tribal languages are not addressed.

Scaffolding Strategies: The curriculum provides general guidance on how to scaffold the development and learning of children who are DLLs. The Curriculum Guidebook describes guidelines such as providing assistance in the home language whenever possible, involving families, and using the buddy system, in which a child receives help from a peer in the home language. However, the curriculum lacks specific, embedded scaffolding and supports for children who are DLLs in learning activities and other curriculum resources.

Home and Tribal Languages: Galileo® Pre-K describes the importance of incorporating the home language in classroom practices and offers general guidance on how to incorporate children's home languages into the learning environment. For example, the Curriculum Guidebook suggests including signs and written labels in the children's home languages and providing assistance in the home language whenever possible. Even so, the curriculum lacks guidance on how to authentically incorporate children's home languages into learning experiences. Tribal languages are not mentioned at all.

Scaffolding Strategies: The curriculum provides general guidance and strategies to scaffold the development and learning of children who are DLLs. The guidance is limited to the KDI 30—English Language Learning and one section of Language, Literacy, and Communication. However, scaffolding strategies for children who are DLLs are not explicitly or consistently integrated throughout many of the curriculum's extensive set of resources.

Home and Tribal Languages: The curriculum provides general guidance on how to incorporate children's home languages into the learning environment, but the guidance is fairly limited to labeling centers and including books or other materials in children's home languages. The curriculum lacks specific ideas for how teachers can authentically incorporate children's home languages throughout the daily routine or during interactions. Tribal languages are not addressed.

Scaffolding Strategies: The DLM Research and Professional Development Guide and the appendices of all Teacher's Editions provide general guidance on teaching children who are DLLs (e.g., offering visuals to help children access new content, using the primary language for pre-teaching). Furthermore, tips for working with children who are DLLs are shown throughout the lesson plans in the Teacher's Editions.

Home and Tribal Languages: The DLM Early Childhood Express® provides many classroom materials translated into Spanish, such as instructional questions and vocabulary in the activities of the Teacher's Editions. However, the curriculum lacks guidance on how to incorporate all children's home languages into the learning experiences and environment. Tribal languages are not addressed.

Scaffolding Strategies: The curriculum provides specific guidance to scaffold the development and learning of children who are DLLs. The resource guide, Strategies for English Language Learners, summarizes research on second-language acquisition and provides a range of teaching practices to support children who are DLLs. Furthermore, specific scaffolding strategies for children who are DLLs are embedded throughout the learning activities in the Teacher Guides.

Home and Tribal Languages: Frog Street Pre-K provides many classroom materials translated into Spanish, such as posters, vocabulary cards, and books. However, the curriculum lacks guidance on how to authentically incorporate children's home languages into learning experiences. Tribal languages are not addressed.

Scaffolding Strategies: The curriculum provides specific guidance on scaffolding the development and learning of children who are DLLs. Welcome to Frog Street Threes provides a range of teaching practices to support children who are DLLs (e.g., adding pictures of words to story vocabulary lists, dramatizing to support vocabulary acquisition). Specific scaffolding strategies are embedded throughout the learning activities in the Teaching Guides (e.g., pairing children at different levels of language acquisition together, discussing cognates, and highlighting similarities in vocabulary words).

Home and Tribal Languages: Welcome to Frog Street Threes mentions the importance of supporting children's home languages but provides no specific suggestions or guidance for how to meaningfully integrate home or tribal languages into the classroom. Across the curriculum, only two examples of integrating home languages in the classroom were cited: encouraging children to share words used in their native languages to represent noises, and inviting children to teach their peers how to count in their home language. The curriculum lacks guidance on other research-based strategies to support children's home languages, such as learning and using words and phrases in a home or tribal language, providing directions in a language children understand, and including learning experiences in a home or tribal language. Tribal languages are not addressed.

Scaffolding Strategies: The curriculum provides specific guidance on how to scaffold development and learning for children who are DLLs throughout its units. World of Wonders includes scaffolding strategies embedded within the "English Learners" text boxes (e.g., concept cards, sentence frames). Specific strategies recommended for children who are DLLs include previewing a book, utilizing visuals to support children's language acquisition, and using gestures and simple questions for children to respond to. 

Home and Tribal Languages: The curriculum provides specific, embedded guidance on how to authentically incorporate children's home and tribal languages into learning experiences. The Welcome to the World of Wonders guide briefly states the importance of using home languages and suggests that teachers should make children's home languages and bilingual experiences visible in the classroom. In addition, the curriculum includes prompts for teachers to ask children to respond both in English and in their native languages. Some curriculum materials are translated into languages other than English, and sign language is incorporated during classroom practices (e.g., listening, bathroom). 

Scaffolding Strategies: The curriculum provides specific, research-based scaffolding strategies. They are embedded throughout the learning activities in the Teacher Guides to support the development and learning of children who are DLLs. In addition, the curriculum provides weekly "English Language Development" lessons with scaffolding strategies for children at beginning, intermediate, advanced, and advanced high levels of English language proficiency. Finally, the Planning and Assessment: Teacher's Guide with Professional Development Handbook includes an "Introduction to Linguistics," information about common first languages, and a chart comparing consonant sounds in English and other languages.

Home and Tribal Languages: OWL provides some classroom materials translated into Spanish, such as Take-Home Books, Amazing Word Cards, Concept Word Cards, and Learning Strips for Classroom Routines. In the context of English language development lessons, teachers are guided to use the children's home language to support the development of English. However, the curriculum lacks guidance on how to authentically incorporate home languages into learning experiences and environment. Tribal languages are not addressed.

Scaffolding Strategies: The curriculum does not provide research-based scaffolding strategies to support the development and learning of children who are DLLs. 

Home and/or Tribal Languages: Pre K for ME provides minimal guidance on how to authentically incorporate children's home languages into the learning environment. The Guiding Documents recommend labeling materials in the learning environment in the children's home language. Unit 1 provides numbers in English, Spanish, French, and German and then encourages teachers and children to include other languages they may know. Even so, these examples were the few found within the curriculum. It also generally lacks embedded guidance on how to authentically incorporate children's home languages into learning experiences. 
 

Scaffolding Strategies: The curriculum provides specific guidance that is embedded throughout the curriculum on how to support the development and learning of children who are DLLs. Each Teacher Guide includes ELL callout boxes that identify strategies specific to individual learning activities (e.g., allow DLLs to use total physical response to answer questions related to the story). In addition, the Research and Professional Guide describes daily support, such as using vocal expression, gestures, and visual supports.  

Home and Tribal Languages: The curriculum provides general guidance on how to incorporate children's home languages into the learning environment. The Research and Professional Guide offers suggestions such as using functional labeling for objects in the classroom and having many bilingual books. The curriculum includes some materials (e.g., Flapboard stories) in English and Spanish, and the Teacher Guides identify some ways to incorporate English and Spanish into daily activities (e.g., introduce the Word of the Week and record the day of the week in Spanish and English). However, the curriculum lacks specific guidance for incorporating home languages other than English and Spanish in classroom activities. Tribal languages are not addressed.

Scaffolding Strategies: The curriculum provides some specific guidance on how to support the development and learning of children who are DLLs. Some lessons in the Let's Investigate Teacher Guide and Marvelous Me! unit include ELL callout boxes that identify strategies specific to individual learning activities (e.g., an English-speaking partner can lead a learner of English in doing each movement; use the Rosalita Word poster to support words in print). However, the guidance on how to scaffold the development and learning of children who are DLLs is not embedded in parts of Just for Threes 2018 Teacher Guide, (e.g., Extension Activities) Social and Emotional Development Kit, and Outdoor Creative Play and Learning Cards. In addition, the Research and Professional Guide describes daily support, such as using vocal expression, gestures, and visual supports. 

Home and Tribal Languages: The curriculum provides general guidance on how to incorporate children's home languages into the learning environment. The Research and Professional Guide offers suggestions such as using functional labeling for objects in the classroom and having many bilingual books. The curriculum provides some materials (e.g., Flapboard stories) in English and Spanish and the Teacher Guides identify some ways to incorporate English and Spanish (e.g., introduce the Word of the Week and record the day of the week in Spanish and English). However, Just for Threes 2018 lacks guidance on how to authentically incorporate children's home languages into learning experiences and daily interactions. Tribal languages are not addressed.

Scaffolding Strategies: Tools of the Mind^® provides specific guidance embedded throughout curriculum materials on how to scaffold the development and learning of children who are DLLs. Each lesson plan includes a section titled "Zooming in on the ZPD" with some specific tips and strategies to support children who are DLLs (e.g., repeat the same fingerplay several times a day; encourage children to use just gestures at first). In addition, the Additional Scaffolds Appendix Manual offers activity-specific suggested scaffolds for DLLs. This volume also provides the "Tools Teacher Phrasebook." It includes a list of phrases teachers can learn in children's home language (phrases in Spanish are provided) to facilitate communication and allow children to understand routines and directions for critical classroom activities. It is also important to note that strategies such as mediator cards, visuals, and gestures are used with all children as part of the curriculum's learning activities and routines, and provide ongoing supports to DLLs.

Home and Tribal Languages: Tools of the Mind^® provides specific guidance embedded throughout curriculum materials on how to authentically incorporate children's home languages into the learning environment. The "Zooming in on the ZPD" sections include prompts describing how to incorporate children's home language (e.g., teach a fingerplay in children's home language; speak the child's home language, if you know how, when playing the game; have the rules translated to the child's home language; read the book in English and in the child's home language, if possible). During Make-Believe Play, children are encouraged to have conversations in whichever language they feel comfortable using. The Additional Scaffolds Appendix Manual emphasizes the importance of incorporating the child's home language into classroom communications and activities. It provides the "Tools Teacher Phrasebook" with useful classroom phrases that teachers are encouraged to learn in the child's home language (phrases in Spanish are provided) and use, when possible. Finally, the curriculum materials (e.g., mediator cards, rules of the classroom) are translated into Spanish. Tribal languages are not addressed.