Teaching Practices

Children who are in the process of acquiring a second language utilize a variety of social and cognitive strategies that help them be successful participants in the classroom. They seek out children who speak the language they want to learn. They engage in verbally challenging play, such as dramatic play, and they are not shy about using what they know to communicate. Thus, it is important for teachers to provide rich language environments that foster spoken language/verbal communication or "talk." Teachers should realize that most of the children's early attempts with language are not intentional grammatical errors. They are developmental phases of language learning. Correcting a child's speech at the sound of a perceived "error" might have negative consequences on the child's self-esteem and impede the natural developmental process.

Bilingual children can progress through all the stages of language development in two languages with enough exposure and opportunities for use. But not all children progress at the same rate. Being encouraged to communicate using language helps children develop. Preschool teachers’ warmth and responsiveness can go a long way in encouraging bilingual children’s speech development in each of their languages.

What we know from research about brain development, the importance of early relationships, healthy social-emotional development and language development will inform teachers’ and programs' curriculum planning and instruction (Snow, Burns, & Griffin, 1997).