Research continues to show that support for the home language is an essential element in supporting children’s academic skills. Parents who engage with their children in their home language through discussion, reading books out loud and in everyday activities help children to do better in school, even if the school language is different from the home language. This is in contrast to research many decades ago that encouraged parents to speak the community language at home with their children, believing this would strengthen their children’s academic language skills. We now know that this past research was flawed and that, in fact, the opposite is true.
Bilingual books are wonderful tools to help create a bridge between languages. They give teachers the opportunity to educate children in the school language, while at the same time they foster an appreciation for the home language. Bilingual books encourage parents to continue using their home language, knowing that it will benefit, not detract from, their children’s school language learning. Continue reading 10 Ways to Use Bilingual Books with Children
By guest author: Heather Leaman
Schools and families have acknowledged the importance of extending children’s learning beyond an understanding of our country to include an understanding of the world. While social studies is an ideal school subject to help children understand the world around them, many schools have significantly reduced their social studies instruction due in part to the influence of No Child Left Behind.
However, reducing class time for social studies instruction does not mean that teachers must eliminate instruction about our world for elementary school children. There are outstanding tools available for teaching social studies in tandem with instruction in reading, writing and math. In addition, there are many activities parents and families can engage in at home to supplement their children’s social studies education. Dual language books are an ideal example of a tool that can be used to introduce children to their world and to initiate deeper learning. Continue reading A Child’s Place in the World – PART II: Using dual language books to initiate social studies learning at home and at school
By guest author: Heather Leaman
Elementary schools in the United States typically use the expanding environments approach to teach social studies in grades K-5. Under this curriculum plan, children learn about self and family in Kindergarten and first grade. In second and third grade, children learn about neighborhood and community. As they progress through the upper elementary grades, children expand their understanding of the world by learning about states and the nation.
During the past decade, the National Council for Social Studies has suggested that children’s learning be extended beyond our country to include an understanding of the world. Publishing companies have responded to this initiative by creating materials that help children learn about themselves in relation to the world. Using this worldview, students in primary grades learn about families, neighborhoods and communities globally. In upper elementary grades, children learn about their state and nation in relation to other states and other countries. This movement provides children the opportunity to connect to their world. Continue reading A Child’s Place in the World – PART I: Using dual language books as a tool for teaching social studies in elementary school