Supporting English Language Learners Through Play

Adrianne Carter EDU 690 Action Research Supporting English Language Learners through Play Fall 2011

Supporting English Language Learners Through Play

Table of Contents
Introduction .............................................................................................................................. 4
Rationale for the Study ........................................................................................................................ 4 Statement of the Problem ..................................................................................................................... 5 Primary Research Questions ................................................................................................................ 7 Hypotheses .......................................................................................................................................... 7

Review of the Literature ........................................................................................................... 8

Introduction ......................................................................................................................................... 8

Methodology............................................................................................................................ 12
Research Design ................................................................................................................................ 12 Data Collection Plan .......................................................................................................................... 12

Results ..................................................................................................................................... 13
Results of the Teacher Survey ............................................................................................................ 13 Figure 1.1 Results of the Teacher Survey ....................................................................................... 15 Figure 1.2 Results of the Teacher Survey ....................................................................................... 16 Figure 1.3 Results of the Teacher Survey ....................................................................................... 17 Figure 1.4 Results of the Teacher Survey ....................................................................................... 18 Figure 1.5 Results of the Teacher Survey ....................................................................................... 19 Results of the Parent Survey .............................................................................................................. 20 Figure 2.1 Results of the Parent Survey .......................................................................................... 21 Results of the Pre-ESI Screen............................................................................................................. 23 Table 2 ESI Screen Results ............................................................................................................ 23 Intervention Process ........................................................................................................................... 24 Table 3 Intervention Process .......................................................................................................... 24 Results of the Post-ESI Screen ........................................................................................................... 25 Discussion of Findings ....................................................................................................................... 26 Significance/Implications ................................................................................................................... 26 Limitations of the Study ..................................................................................................................... 27 2

Supporting English Language Learners Through Play Action Plan .............................................................................................................................. 28

Rationale for Proposing Action Plan .................................................................................................. 28 Detailed Description of Action Plan ................................................................................................... 29 Further Research ................................................................................................................................ 30

Conclusions ............................................................................................................................. 30 References ............................................................................................................................... 32 Appendices .............................................................................................................................. 33

Appendix A. Appendix B. Appendix C. SURVEY FOR TEACHERS OF ELL STUDENTS................................................. 33 PARENT SURVEY ................................................................................................ 34 ESI SCREEN TEST ................................................................................................ 36

Supporting English Language Learners Through Play Introduction

Rationale for the Study

At the beginning of the school year, I was invited to participate with a cohort of teachers that will be using SELLCA in our district. SELLCA is Support for English Language Learners Classroom Assessment. The SELLCA is an assessment tool that can be used to document the quality of support for the language and literacy development of young children who speak a language other than English at home in center-based preschool settings. It captures the extent to which best practices in both classroom and parent involvement activities are used by early childhood programs. A classroom observation and interview with the lead teacher are used to complete ratings on the SELLCA. The SELLCA is designed for use in research and in mentoring and professional development efforts to improve the quality of early childhood programs for English language learners. While there is substantial research on the benefits of play during the early years of a childs cognitive growth, my research is inquiring about the value and benefits of play in relationship to SELLCA standards. Language development and acquisition of English language learners require special attention and are maximized language-rich settings. The instruction of early language learners should include a variety of context-rich, meaningful experiences. When teachers plan instruction that touches a variety of senses, they are making provisions which may touch individual differences in learning styles.
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Supporting English Language Learners Through Play

Statement of the Problem

Currently, I am teaching a classroom of 15 preschool students. The classroom is part of the public school districts universal Pre-K program. The students attend a full day, curriculum embedded program. My classroom contains two English Language Learners or ELL students. These two students have limited use of language. When I must assess their skills, it is difficult to do because they seem intimidated by me. Their home language is Spanish; however, I am not a Spanish speaker. I do have an assistant that speaks Spanish, and the ELL students respond to the teachers assistant sometimes. I use some words in the students home language to try to make them feel comfortable. Ive noticed that the students seem timid during interactions with their peers; however, they do seem like they are beginning to open up during play time. I would like for the students to open up more to me, so that they will feel more comfortable in speaking to me, whether it is in their home language or English. Currently, it is hard to elicit many responses from the ELL students, especially during assessment time. My goal was to establish an authentic language relationship with them so that I may help foster their learning and language development. I want them to feel confident in their ability to communicate with their peers as well as their teachers. Most importantly, I wanted them to be able to communicate with me during assessments, so that I may collect efficient data in the appropriate areas of development.
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Supporting English Language Learners Through Play

This project involved the six ELL students from three different classrooms. The TA was also involved because she will also need to develop a strong language relationship with the students. The parents of the ELL students were able to offer insight on how the children respond to language at home or in other settings, or with other individuals. parents also granted permission to have their child participate in this research. In classrooms across the country, teachers are encountering more children who are learning English, who come from diverse backgrounds and who speak a variety of languages. As challenging as this may be, a preschool teachers goal remains the same: To provide students with a solid foundation in education that is based on developmentally appropriate play practices. Even the most experienced teacher can feel a bit uncertain about meeting the unique needs of children from different language backgrounds. Many preschool students in the Paterson, NJ school district are considered ELL students. These students must also be assessed according to district language benchmarks. As a teacher The

researcher, Adrianne Carter sought out to identify best practices and strategies that would help English Language Learners develop language skills according to the curriculums appropriate level of development. The goal was to improve language interactions amongst students and teachers so that students may be properly assessed according to curriculum goals and objectives. This research intended to pinpoint strategies

embedded in the theory that young children gain cognitive skills through play, as well as acquire language skills through play interactions with their peers.

Supporting English Language Learners Through Play

Primary Research Questions Three questions guided the direction of this project. First, do ELL students demonstrate language standards commensurate with district standards as they play? Second, how do peer interactions affect a students ability to acquire language? Finally, how does the role of the teacher change the efficacy of play?

Hypotheses The Hypotheses being tested in this study are: 1. Developing positive play interactions and play techniques will improve language acquisition. 2. Providing additional knowledge and support to teachers on ELL play strategies will improve language acquisition. 3. Creating risk-free environments where students are more likely to explore will benefit English Language Learners.

Supporting English Language Learners Through Play

Review of the Literature

Introduction The field of ELL teaching has been around for many years, and many strategies have been developed and tested. Unfortunately, most of these strategies work for students in grades K-12 who have a solid foundation in the language development process. The techniques developed for elementary school students are rarely appropriate for 3 and 4 year old children who are just beginning to learn what language is all about. An abundance of supports exists for preschool teachers regarding ways to encourage both early literacy and language development in English. Preschool ELL students need both areas to come together in a unified approach in order to learn English successfully. These supports may be more successful when they are shared with the theory that young children learn through play. Authors Diane Trister Dodge and Laura Colker (2002) offer a comprehensive overview of theories and research behind early childhood education. The Creative Curriculum for Preschool upholds the value of play in classroom setting and provides insight on developmentally appropriate practices. This resource guides educators through the stages of learning a second language. The text provides support on monitoring student progress effectively and supporting their language development. Many of the strategies and ideas offered honor creativity and respect the teachers role in making learning exciting and relevant to children. Trister and Dodge provide a forward-thinking approach to learning that is grounded in the theory that children learn through play.

Supporting English Language Learners Through Play Susan Fraser (2007) discusses the importance of play in the early childhood classroom using the Reggio Emilia approach. The author spent a year observing two teachers working with two groups of 4 year old ELLs. Over the course of the year, the author found that the childrens use of play helped them communicate effectively and overcome language barriers. Frasers work addresses the impact that play can have on an ELL student. Teachers guided by Reggio Emilia use student interest to create a prosperous curriculum. Using this approach, teachers listen to student conversations and work with them to develop classroom activities (Fraser). The author provides sufficient insight on the efficacy of language development through teacher and student interactions during play. Eleni Griva and Rena Sivropoulou (2009) present ideas on language acquisition through their ELL intervention at the Kindergarten level. The study investigates how play contributes to language acquisition. The effectiveness study revealed the positive effects of the intervention. The study was conducted in two phases. The first being the warm-up phase and the second being the actual intervention. The authors suggest that teaching languages to young children in a classroom environment should provide children opportunities to develop language through play (Griva & Sivropoulou, Aug 2009). The authors go on to discuss the importance of play and how it promotes oral communication, interaction and language use in meaningful situations. Linda Harver (2011) examines the impact a teacher may have on am ELL student. She addresses the positive effects play can have on ELL preschool students. The author emphasizes the importance of learning English while being engaged and having fun. The author also discusses

Supporting English Language Learners Through Play the use of play motivators, such as singing, dramatic play and puppet use. Play time is the perfect opportunity to provide language rich experiences for a preschooler (Harver). Julie Hirshler (2005) examines the affects of student/teacher relationships that impact language acquisition. Hirshler discusses statistics of ELLs in Head Start classrooms, stating that 27% of those students speak a language other than English (Hirshler, 2005). The author encourages teachers to create a language relationship among ELL students in the classroom. Teachers do not have to be fluent in an ELL students native language in order to establish a language rapport with these students. The author emphasizes creating a classroom community that fosters language amongst teachers and peers. Chizuko Konishi (2007) developed a case study that examines language development through interactions and play. A young preschooler is immersed into an American preschool setting without knowing any English. She is provided with many developmentally appropriate play opportunities with her peers as well as her teachers. This study addresses the suggestion of any differences regarding peer play interactions versus teacher and student play interactions. Kristen Desoto Madson (1977) discusses the importance of unstructured play time and how it fosters development in young students. Play time is especially important for developing language development of an ELL student. Teachers are responsible for creating rich learning environments that will help students foster skills in many areas of development. Teachers are the key component in enriching play experiences that benefit ELL students, as well as English speakers (Madson).

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Supporting English Language Learners Through Play Madsons work also emphasizes the importance of establishing a strong classroom community that is rich in language. The author addresses the necessity of establishing healthy language relationships among students and teachers. This article pertains to language acquisition through play, as it examines teacher and ELL student relationships. Monique Pate (2009) conducted a study that used the project approach to stimulate thinking in an early childhood classroom. The project approach provides active visual, verbal, and kinesthetic modeling to help children become proficient learners. (Pate, 2009). The study examines the role of the teacher as a facilitator of thinking and the role of the ELL student as an active participant in thinking, learning and problem solving. The project approach is based off the interests of the students. This approach fosters cognitive ability, social awareness and authentic experience. This can also be done in a classroom containing many ELL students. This article is relevant to the topic of language acquisition through play because it addresses the impact of teacher and peer interactions during play. This review of research provides awareness of cultural and individual variations that affect the language development of young students. English language learners must learn to function in a school setting and communicate with others. Children learning English as a second language vary greatly. The research is relevant because it provides a practical approach to scaffolding ELL development with the use of developmentally appropriate play practices.

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Supporting English Language Learners Through Play

Methodology
Research Design The research for this study was based on teacher surveys, parent surveys, teacher observations and assessments, and student screenings. Data was collected over a four week period from six students in three early childhood classrooms. The goal was to identify best teaching practices for improving language acquisition skills for ELL students. Table 1 shows the data collection matrix that outlines the tools to be used to retrieve data. Data Collection Plan Table 1

Data Collection Matrix

D.S. 1 Student observations D.S. 2 Parent survey D.S. 3 Assessment results for language objectives Transcripts of student conversations during small group

Questions Language proficiency during play? Vocabulary differences during play?

ESI Screen

Transcripts of student conversations during play Assessment results of teacher directed activities

Teachers role?

Teacher Survey

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Supporting English Language Learners Through Play

Results
Results of the Teacher Survey A total of ten preschool teachers were surveyed to attain results on how they support ELL students using play. (See Figure 1.1) Question one asked teachers if they use play props to supports the learning of ELL students. All ten teachers answered Yes. The second question (Figure 1.2) asked teachers if they provide supports to parents of ELL students to use at home, such as stories, puppets or songs. Nine out of the ten teachers answered No. The one teacher that did offer support, resources and/or take home activities for families of ELL students explained the following: I have offered musical CDs that are available in English and Spanish. We use these CDs to teach non-Spanish speakers some words in Spanish. Ive made copies of the CDs and gave them to parents to play at home. I also made a first words picture game for parents to use with their child at home. This game helps the child identify the names of common household items, labeled in English and Spanish. The third question (Figure 1.3) asks if teachers feel they need more professional development on the subject of English Language Learners. All ten teachers answered Yes to this question. One teacher commented, The district has provided a few workshops on how to support ELL students, but we didnt receive much information on many activities we could use during instruction. Another teacher commented that the district provided a book resource about ELL students, but it hasnt been extremely useful.

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Supporting English Language Learners Through Play Question four (Figure 1.4) asks are all interactions with ELL students conducted in English. Six teachers said they conducted interactions in Only English. These six teachers noted that they do not speak any other languages. Three teachers said they conduct interactions with ELL students in their Home Language. This teacher noted that most of the ELL students she worked with spoke Spanish, which was also the teachers home language. The final question of the survey (Figure 1.5) inquires about what language teachers conduct student assessments in for ELLs. Four teachers answered Only English. These four teachers indicated that they only speak English and no other language. Four teachers said they conduct assessments for ELLs in the students home language only. These teachers noted that they spoke the same home language as their student. The remaining two teachers indicated that they conduct ELL assessments in both English and home language. These two teachers noted that they utilized the assistance of a Para-professional that worked with them and also spoke the students home language.

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Supporting English Language Learners Through Play Figure 1.1 Results of the Teacher Survey

Teachers that use play props

9 8 7 6 5 4 3 2 1 0 Most of the time Some of the time Seldom Never

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Supporting English Language Learners Through Play Figure 1.2 Results of the Teacher Survey

Teachers that provide support to parents

6 5

0 Most of the time Some of the time Seldom Never

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Supporting English Language Learners Through Play Figure 1.3 Results of the Teacher Survey

Teachers that provide support to parents

6 5

0 Most of the time Some of the time Seldom Never

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Supporting English Language Learners Through Play Figure 1.4 Results of the Teacher Survey

Centertime interactions between teachers and ELL students

7 6 5 4 3 2 1 0 Only English Only ELL Home Lanhuage Both English and Home Language

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Supporting English Language Learners Through Play Figure 1.5 Results of the Teacher Survey

Language that assessments are conducted in

4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 Only English Only ELL Home LanhuageBoth English and Home Language

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Supporting English Language Learners Through Play Results of the Parent Survey Fifteen parents of ELL students were given a brief, four question survey regarding their ELL child. These parents each have a student currently enrolled in one of the fourteen classrooms at BJ Wilkerson Memorial. Based on when the student was registered, the parents completed a questionnaire that determined their child was an English Language Learner. The survey was submitted in English as well as Spanish. The first question (Figure 2.1) asks if the parent completing the survey understands and speaks English. Thirty-three percent of the respondents answered yes. The second question asks parents if they communicate with their child using some English. Six percent of the parents indicated that they do communicate using some English. The third question of the parent survey asks if parents use games, toys or other props to promote language with their child. In terms of language, home language, or English would be considered. Twenty-percent of the respondents said they do use games, toys, books, etc. to promote language at home. The fourth and final question of the parent survey asks if parents would like support from their childs teacher regarding the promotion of dual language learning at home. Forty-one percent of the survey respondents indicated that they would like support from their childs teacher. As depicted in Figure 2.2, ninety-three percent of the parent respondents home language is Spanish. The school also has a decent amount of Arabic speaking students, with six percent of the parent respondents naming Arabic as their home language.

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Supporting English Language Learners Through Play

Figure 2.1 Results of the Parent Survey

Results of the Parent Survey

Parents that speak and comprehend English Parents that play with their child using games, books, toys,etc. Parents that speak some English with their child parents that would like support for teaching their child both languages

33% 41%

6%

20%

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Supporting English Language Learners Through Play Figure 2.2 Results of the Parent Survey

ELL Home Languages

Spanish Arabic 1% 6% Other

93%

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Supporting English Language Learners Through Play

Results of the Pre-ESI Screen Students were given a pre-Early Screening Inventory during the sixth week of school. The ESI is given to all incoming preschool students. The ESI screen is an instrument that identifies students who may need special education services in order to perform successfully in school. The screen measures skills in several areas, including language and listening comprehension. A result of Rescreen indicates that the student is in progress, but must be screened again at a later date, in order to receive a passing score of OK. A result of OK indicates that a student is on level and will not have to be screened again. A score of Refer indicates that the student may need intervention services to support improvement. The pre-ESI screen results show that three students received a score of Rescreen and three students received a score of Refer. No student received an OK during the pre-ESI. Table 2 ESI Screen Results

Respondents
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6

Pre-Test Result Post-Test Result

Rescreen Rescreen Refer Refer Refer Rescreen
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OK Rescreen Rescreen Rescreen Rescreen Rescreen

Supporting English Language Learners Through Play

Note: a result of OK indicates the student is on level. Rescreen indicates that the student is in progress. Refer indicates that the student needs improvement and possible intervention services

Intervention Process After the six ELL students were given the ESI pre-screen, the teacher began the intervention using various play props. These materials included puppets, finger plays, flannel boards, song charts and other hands on materials to promote language. The teacher introduced these items to the entire class, including appropriate ways to use them (see Table 3). During the first week, all of the students practiced using the materials in developmentally appropriate ways. Over the course of the next four weeks, the ELL students are exposed to the play props and are given opportunities to use the materials with their peers and teachers. Table 3 Intervention Process

Week 1

Teacher introduces play props to the whole class; encourages the students to interact with each other using the puppets, flannel boards, song charts, etc. Teacher encourages peer interaction by pairing students with ELLs to use play props. Teacher observes the student interactions.

Week 2

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Supporting English Language Learners Through Play

Week 3

Teacher interacts with ELL students to encourage language. Teacher notes student responses and interactions with the teacher. Teacher continues to observe ELL language development though peer and teacher interactions using play props.

Week 4

Results of the Post-ESI Screen At the end of the four week intervention period, the teacher re-administered the ESI screening to the ELL students. The post screen results yield some improvements (see Table 2). Student 1 receives a passing score of OK. Student 2 and Student 6 remain at the Rescreen level. Although these students did not increase a level, the teacher did note an improvement in the students ability to comprehend directions. Students 3, 4, and 5 moved from a Refer level to Rescreen. The teacher that administered the screening for those students also noted an improvement in the students comprehension abilities, despite not receiving a passing score of OK.
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Supporting English Language Learners Through Play Discussion of Findings After analyzing the results of the data, it is apparent that many teachers at BJ Wilkerson Memorial are not familiar with using play props in their classroom, perhaps not to the full extent of promoting language for ELL students. During the four week intervention, the teachers involved in the study noted student excitement using the puppets. The teachers paired the ELL students with other students that had higher levels of language, and were comfortable using the puppets. One teacher coached a student on ways to begin conversations and perhaps link the interaction to language objectives and/or material found on the ESI. The more the ELL students interacted with their peers while using the puppets, the more comfortable they seemed as they interacted with the teachers. ELL students were able to expand their listening comprehension skills, according to the ESI screen results. Based on the research, it can be concluded that play and providing play props is a necessary component of learning and language development. The research also indicates that providing appropriate play props for peer interaction may improve language acquisition for ELL students. The research also indicates the need for more support services for teachers as well as parents. As a result of the Teacher Survey, professional development is needed to assist teachers in the area of promoting positive learning scenarios for ELL students. A majority of the parents that responded to the Parent Survey agreed that they would like resources on how to support their child at home. Significance/Implications Instruction for English Language Learners assists the students in acquiring communicative competence. Play provides the pathway to gaining meaning from print, which begins with the successful use of language at the receptive and oral levels. Therefore, the following
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Supporting English Language Learners Through Play recommendations are made, keeping the needs of the English Language Learner at the center of these policy changes, in order to assist each student in meeting State standards and becoming a successful reader and writer of the English Language:

1. Play should be included when drafting and writing both State and District level curriculum and instruction frameworks. 2. Play should be included in the State and District level intervention programs for English Language Learners. 3. Professional Development should include how to organize and manage play environments. Ongoing training and support should be given to all educators in developing models for introducing and guiding play to provide supportive environments and experiences for beginning to advanced English proficiency levels.

Encouraging and supporting the implementation and integration of play as a daily practice from the beginning and throughout the domains of language arts will stimulate language development and lead to acquisition of knowledge for all learners.

Limitations of the Study The purpose of this study was to identify valid ways to develop language for ELL students through the use of play props and scenarios. The study was only conducted over the course of four weeks, which may not have been enough time to provide the most thorough data collection. A longer period of intervention and data collection may have yielded more precise strategies for promoting language development through peer modeling and interaction. Time
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Supporting English Language Learners Through Play constraints definitely limited the studys ability to identify the best strategies for facilitating the use of play materials in the classroom. The study was also limited in constructing the most meaningful play interactions that would allow ELL students to successfully acquire English language, according to district standards.

Action Plan Rationale for Proposing Action Plan The study results indicate the need for professional development among the educational staff in the area of English Language Learners. Teachers should be provided with the necessary tools and meaningful resources to be able to scaffold ELL student language development. Teachers also should be supported with ongoing workshops that will provide proven instructional strategies to support ELL students. These workshops should include specific songs, stories and other activities to use during play interventions. Many families at the school would like information on supporting their child at home. The research indicates the need for providing support and resources to parents of ELL students. Families of ELL students should be offered resources that coincide with classroom instruction of language development. These resources would include activities that parents can use with their child at home. Families would be provided with similar songs, stories and activities offered to staff during professional development. The research results also show cause for delaying the ESI screening process for ELL students. ELL students should be given more time to become acclimated with their teachers,

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Supporting English Language Learners Through Play peers, and the language environment. The ESI screen should possible be administered to ELL students after the first twelve weeks of school, rather than after the first six weeks.

Detailed Description of Action Plan 1. Utilize the expertise of Lillian Lopez, the ELL support contact for the Early Childhood Department in the district. Prepare to present at least three workshops throughout the school year that will provide professional development. 2. Continue to utilize Lillian Lopez, as well as the family workers department to plan sessions for parents of ELL students. Teachers that have received ongoing training in supporting ELL students will also be involved in the planning and preparation of these parent workshops. 3. Develop an ELL support team at BJ Wilkerson Memorial, comprised of teachers, family workers and other parents. This team will provide support to the school community regarding ELL issues. The team will develop workshops for parents on how to support their child at home and school. Parents will be provided with materials such as games, storybooks and songs to use at home with their child. The team will make efforts to provide ongoing meetings for parents, to support their concerns about their childs progress. 4. Provide school wide events that will allow all students to participate in language development. Ensure that a special focus is given to ELL students.

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Supporting English Language Learners Through Play 5. Petition the Early Childhood Department of the district to delay the ESI screen for ELL students, allowing them an additional six weeks to adjust to the school and language environment. Further Research Research and review of relevant literature pertaining to ELL students in early childhood will continue throughout the school year in order to identify best practices in this area. Interventions that were used during the study will continue. Teachers will be encouraged to collect data and track student progress utilizing the interventions named in this study. Strategies for improving language through play will continue being tested by classroom teachers.

Conclusions

We know that the first few years in a childs life are critical learning years. ELL children cant put all that learning on hold while they are waiting to fully understand English, and we certainly cannot suspend teaching until the language is mastered. Teachers of ELL students know that they are responsible for facilitating learning for every single child in their classroom. In the next few years, we are likely to see an abundance of research about ELL students in preschool. As questions about updated teaching strategies for ELL arise faster than research may provide answers, there is bound to be a great deal of trial and error in the classroom. Early childhood

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Supporting English Language Learners Through Play educators should continue to share their attempts, whether successful or not, to make high quality preschool education accessible to children from all language backgrounds. Encouraging and supporting the implementation and integration of play as a daily practice from the beginning and throughout the domains of language arts will stimulate language development and lead to acquisition of knowledge for all learners.

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Supporting English Language Learners Through Play References

Dodge, D. T., Colker, L. J., & Heroman, C. (2002). Second language learners. In D. T. Dodge, L. J. Colker, & C. Heroman, The creative curriculum for preschool (pp. 38-41). Washington D.C.: Teaching Strategies Inc. Fraser, S. (2007). Play in other languages. Theory into practice , 46(1) 14-22. Griva, E., & Sivropoulou, R. (Aug 2009). Implementation and evaluation of an early foreign language learning project in Kindergarten. Early Childhood Education Journal , Vol.37,Iss 1;79. Harver, L. (n.d.). Teaching ESL to under 5 year olds. Retrieved February 1, 2011, from Helium: http://www.helium.com/items/1445627-preschool-esl Hirshler, J. A. (2005). How teachers support English language learners in the classroom. Retrieved February 1, 2011, from Early childhood learning and knowledge center: http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/Individualization/Language,%20Culture,%20and%20Ethnic %20Diversity/edudev_art_00020_062105.html Konishi, C. (2007). Learning English as a second language: A case study of a Chinese girl in an American Preschool. Childhood Education , Vol.83, Iss. 5, p. 267-272. Madson, K. D. (n.d.). Play in the multilingual classroom. Retrieved January 31, 2011, from Learn NC: http://www.learnnc.org/lp/pages/1977 Pate, M. (2009). Language and social development in a mulitlingual classroom: A dinosaur project enriched with block play. YC young children , 64,4 p.12.

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Supporting English Language Learners Through Play

Appendices
Appendix A. SURVEY FOR TEACHERS OF ELL STUDENTS

1. Do you use play props (puppets, flannel board stories, finger plays) to promote English language acquisition among ELL students? a. Yes b. No

2. Do you provide support to parents of ELL students, such as games, toys, stories or other strategies to promote English language learning at home? a. Yes b. No

3. Do you feel that you need more professional development on the subject of preschool ELL students? a. Yes b. No

4. Are all of your center time interactions with the student conducted in English? a. Yes b. No

5. What language are assessments for the student conducted in? a. Mostly English but some home language b. Only English c. C. Both languages equally

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Supporting English Language Learners Through Play Appendix B. PARENT SURVEY

Name of student___________________________________ Language spoken at home____________________________________________ 1. Do you speak and understand English? a. Yes b. No 2. Do communicate in any English with your child? a. Some b. None 3. Do you use games, toys, books or any other tools to promote language with your child? (either home language or English) a. Yes b. No 4. Would you like support from your childs teacher about promoting dual language learning at home? (learning both English and a home language) a. Yes b. No

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Supporting English Language Learners Through Play

Encuesta sobre el padre Nombre del student___________________________________ Lengua hablada en el home____________________________________________

1. Usted habla y entiende ingls? a. S b. No 2. Comuniqese en ingls con su nio? a. Algunos b. Ninguno 3. Usted utiliza juegos, los juguetes, o los libros para promover lengua con su nio? (lengua casera o ingls) a. S b. No 4. Usted tienen gusto de la ayuda del profesor de su nio sobre promover el aprendizaje de idiomas dual en el pas? (ingls que aprende y una lengua casera) a. S b. No
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Supporting English Language Learners Through Play Appendix C. ESI SCREEN TEST

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