Supporting Young Children's Home Language

Session 4

2. Getting Started

This section contains greetings, a pause for participants to share their thoughts and questions, and the song "I had a mouse in my house."

Play Video

2.1 | Greetings and Wonderings and Wishes (00:35)

Play Video

2.2 | Song: I Had a Mouse in My House / Había un ratón en mi casa (9:28)

3. Review of the POLL strategies

This section contains a brief review of the components of POLL and how they are used to support oral language development.

Play Video

3.1 | Review POLL Components and Instructional Supports (1:45)

The components of POLL and how they are used to support oral language development.

4. Planning for POLL using your planning tools and strategies

This section explores tools and strategies that can be used in planning for POLL.

Use planning tools to integrate POLL strategy work in your daily schedule

Play Video

4.1 | Planning Tools and Strategies (6:54)

5. Hands-on work with planning tools for POLL

This section consists of an activity in which participants review the POLL planning tools and reflect on how they might incorporate planning for POLL in their current planning. Included in this section are the activity introduction, a breakout segment with participants, and a share back with the facilitator. The activity is followed by a review of key points highlighted during the activity.

Reflecting on how we might incorporate planning for POLL in our current planning

Play Video

5.1 | Activity Introduction (00:21)

Play Video

5.4 |  Review Key Points in Planning for POLL (3:50)

7. Supporting home language

This section focuses on key considerations to support young children in developing, using, and maintaining home language. It includes a discussion introduction, participant sharing, and a review of key points from the discussion. 

This section also contains an activity in which participants identify their language models. It includes the activity introduction, a breakout session with participants, and a share back with the facilitator, followed by a review of key points from the activity.  

Also included in this section is a demonstration of previewing and reviewing texts in home language and key points from the demonstration.

Considerations, activity and demonstration of how we can support home language

Play Video

7.1 | Discussion Introduction (00:50)

Play Video

7.3 | Review Key Points in Home Language Support (00:46)

Play Video

7.4 | Language Models (2:25)

Play Video

7.5 | Activity Introduction (00:47)

Play Video

7.8 | Review Key Points for Identifying Good Language Models for Home Language Support (00:43)

Play Video

7.9 | The How: Supporting Concepts in Home Language (1:53)

Play Video

 7.10 | Preview/Review: Monolingual Provider (4:21)

Play Video

 7.11 | Preview/Review: Bilingual Provider (3:32)

Play Video

 7.12 | Review Key Points from Demo Videos (1:26)

Play Video

 7.13 | Supporting Home Language: When? What? (2:07)

8. Hands-on work planning for home language support

This section consists of an activity in which participants discuss how they plan for and support home language and how they will plan for language models in their learning setting. Included in this section are the activity introduction, a breakout segment with participants, and a share back with the facilitator. The activity is followed by a review of key points highlighted during the activity and next steps for participants as they implement their learning around supporting children's home language. 

Play Video

8.1 | Activity Introduction (00:32)

Play Video

8.4 | Review Key Points from Today's Session (1:41)

Contact the Language Learning Project

Have questions? Need help?

Connect with us