Instructional practice with young bilingual learners: A Canadian profile

Abstract

The focus of this chapter is instructional practice with the growing number of young bilingual learners who arrive in Canadian childcare centres and kindergartens with little or no proficiency in the language of program delivery. The chapter begins by setting the context, briefly describing the Canadian linguistic landscape and outlining the linguistic profile of Canadian early care and learning programs. This is followed by a review of practices currently adopted by EC professionals in their work with bilingual learners. A new multilingual, strength-based direction in classroom practice is briefly described and recent initiatives are summarized. The highlights of one of these initiatives, Linguistically Appropriate Practice, are presented and the main findings of its implementation in two early learning contexts are discussed. These findings include the varied interest in practice retooling and the identification of categories of factors that affect early childhood professionals' practice decision-making. Instructional practice with young bilingual learners in the United States of America and in select regions of Europe is also briefly outlined. The chapter concludes with recommendations for designing a course of action to fuel EC professionals' interest in and commitment to linguistically responsive practice.