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Effective Practices and Principles to Support English Language Learners in the Early Childhood Classroom

In the United States early childhood teachers must balance diverse needs in their classrooms, and often must modify instruction for students who are learning English as a new language. Fortunately, many teacher preparation programs have incorporated strategies from English for Speakers of Other Languages (ESOL) instruction into their curricula. This article synthesizes a few of what the authors, as teacher educators, believe are the key principles that early childhood teachers should utilize in order to support English language learners' (ELLs) English language development in early childhood classrooms. More and more mainstream teachers are seeing ELLs at earlier stages in their English language development; thus, teachers are taking on more responsibility for teaching ELLs the academic English they need to be successful. For example, in 1998, California voters approved a measure that effectively ended bilingual education in public schools, replacing it with a system of one year of English-immersion instruction. The state of Florida mandates that every teacher be trained in English as a Second Language (ESL) strategies. From this perspective, the following practices and principles embody the essential knowledge for successfully including ELLs in mainstream classrooms.