Code Switching

Why It Matters and How to Respond

A Workbook for Early Head Start/Head Start Programs

This document was prepared under Grant #90HC0001 for the U.S. Department of Health and Human
Services, Administration for Children and Families, Office of Head Start, by the National Center on
Cultural and Linguistic Responsiveness.
•• Bank Street College, [email protected], Toll free: 888.246.1975
•• Education Development Center, Inc., [email protected], Toll free: 855.494.0331

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TABLE OF CONTENTS
Preface ..................................................................................................................................... iii
How To Use This Workbook..........................................................................................................iv
PAUSE AND REFLECT — EXERCISE 1.............................................................................................. 1
What Is Code Switching?.............................................................................................................. 2
Code Switching by Children: Does It Matter?................................................................................. 4
PAUSE AND REFLECT — EXERCISE 2.............................................................................................. 6
PAUSE AND REFLECT — EXERCISE 3.............................................................................................. 8
How Should Adults Respond When Children Code Switch?...........................................................12
Sample Adult Responses That Invite the Child to Continue the Conversation................................14
What About Teacher Code Switching?..........................................................................................19
A Common and Very Well-Intentioned Mistake...........................................................................21
Strong Language Modeling........................................................................................................ 23
PAUSE AND REFLECT — EXERCISE 4.............................................................................................24
Code Switching: What’s Next?.................................................................................................... 25
PAUSE AND REFLECT — EXERCISE 5.............................................................................................26
PAUSE AND REFLECT — EXERCISE 6.............................................................................................27
Concluding Remarks.................................................................................................................. 28
Appendix A - Sample Answers.................................................................................................... 29
Appendix B - References.............................................................................................................35

ii
PREFACE

Code switching (also

called language mixing)
occurs when a speaker
alternates between two or
more languages.

This workbook is designed to

assist Early Head Start/Head
Start and Child Care (EHS/HS/
Child Care) programs to
XX understand code switching by
children and teachers, and
XX identify and implement
effective program policies and
practices that promote children’s
development and school
readiness.

This document is intended for:

XX Teaching staff to develop their knowledge about code switching and use the
exercises to refine their own skills
XX Family service workers to share with families
XX Leaders and trainers to provide professional development for staff

iii
HOW TO USE THIS WORKBOOK

Learning Exercises are placed throughout the workbook. Readers should

complete these short Pause and Reflect activities to
XX enhance their understanding of code switching, and
XX develop program-wide practices that optimally promote children’s learning.

Sample answers are provided for each exercise in Appendix A beginning

on page 29.

W H I LE CO D E S W I TCH I N G O CCU R S I N ALL L AN GUAG E S,

E X A M PLE S I N T H IS WO R K B O O K AR E PR E SEN T ED I N:

˜˜ English in blue (bold underline)

˜˜ Spanish in red (bold italic)

W H EN E X A M PLE S O F CO N V ER SAT I O N APPE AR I N:

˜˜ Blue text (bold underline) — it is in English

˜˜ Red text (bold italic) — it is in Spanish

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PAUSE AND REFLECT — EXERCISE 1

Getting Started: KWL Chart

This exercise allows you to PAUSE and REFLECT about what
you know about code switching before and after you begin this
workbook and after you have completed this workbook.

Directions:
Before reading this workbook, complete columns K and W.
After reading, complete column L.

K W L
What I already KNOW What I WANT to know What I LEARNED about
about code switching about code switching code switching

1
WHAT IS CODE SWITCHING?

Code Switching (also called language mixing) is the “use of elements from
two languages in the same utterance or in the same stretch of conversation”
(Paradis, Genesee, & Crago, 2011, p. 88).
Code switching occurs when children or adults alternate between two or
more languages.
The most common way young children mix two languages is by beginning
a sentence in one language, then switching to another (Genesee et al., 2004).

Examples of child code switching in

English and Spanish:

XX “Quiero jugar outside.”

(“I want to play outside.”)

XX “This is not what I want to comer.”

(“This is not what I want to eat.”)

Code switching can happen within any of the

subsystems of a language.

Spanish/English Mixing Language Subsystem

b all - o Ph o n o l o gi c al (s o un ds)

M o r p h o l o gi c al /Sy nt a c ti c
I t ’s r ainy - a n d o
(gr amm ar)

Quiero más juice S e m anti c (wo rds an d

( I w a n t m o r e j u i c e) th e ir m eanin gs)
2
WHO CODE SWITCHES?
Anyone who knows even a little bit of a second or third language
can code switch. Code switching among toddlers, children, teens,
and adults has been extensively documented across many languages
and settings.

3
CODE SWITCHING BY CHILDREN: DOES IT MATTER?

i n t h e pa s t s o m e p eo p l e t h o u g h t ...

XX children were confused and mixing their

languages in their brain (i.e., memory),

XX children could not separate the

languages,

XX code switching was a disability or

evidence of incompetence (Espinosa,
2010; Genesee et al., 2004; Hakuta,
1986), and

XX children should be punished for mixing

their languages.

NOW WE K NOW CHILDR E N AR E DO ING SOM ETH ING QUITE

R E MAR K ABLE

XX When children code switch, they maintain

the rules of the grammar of both of their
languages (Genesee et al., 2004). Clearly
they are keeping their languages separate.

XX Even before they are born, babies’ brains

distinguish and separate between two
languages (Byers-Heinlein et al., 2010).

4
K E Y M ESSAG ES FROM CUR R E NT R ESE ARCH

Code switching shows children’s competence

because they draw from vocabulary in all
their languages!

Current Research

XX Code switching is typical among children

and adults who know more than one
language.
XX Code switching is a reflection of cognitive
and communicative competence (Genesee
et al., 2004).

Adults can use instances of children’s code switching to

XX observe their language skills, and

XX present strong language models to support learning and
development.

Adults who listen carefully

XX understand a child’s vocabulary, ideas, and knowledge, and then

XX support the child to interact, extend conversations, and learn more.

It is important that Early Head Start/

Head Start and Child Care program
leaders

XX share information about code switching

with staff, families, and community
partners, and
XX ensure intentional and effective practices
that optimize children’s learning.

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PAUSE AND REFLECT — EXERCISE 2

WHEN AN INFANT OR TODDLER CODE SWITCHES

DIRECTIONS: Review the examples of code switching below, and record how you would respond to extend the
conversation and build the child’s vocabulary.
SEE APPENDIX A FOR SAMPLE ANSWERS.
Meal time
Child says Possible adult responses
More leche.
More milk.

¡Rica food!
Good food!

Child Pickup
Child says Possible adult responses
Adiós, teacher.
Goodbye teacher.

Go casa.
Go home.

6
PAUSE AND REFLECT — EXERCISE 2 Continued

SEE APPENDIX A FOR SAMPLE ANSWERS.

Outdoor play
Child says Possible adult responses
Tie zapato.
Tie shoe.

Espera. I tired.
Wait. I tired.

Block play
Child says Possible adult responses
Bloques fall.
Blocks fall.

My casita.
My little house.

Big torre.
Big tower.

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PAUSE AND REFLECT — EXERCISE 3
WHEN PRESCHOOL CHILDREN CODE SWITCH
DIRECTIONS: Review the following examples of code switching below and record how you would respond
to extend the conversation and build the child’s vocabulary.
SEE APPENDIX A FOR SAMPLE ANSWERS.

Art Area
Child says Possible adult responses
I drew a picture of my
house y de mi gato.
I drew a picture of my
house and of my cat.

¿Do I need to wear…

esa cosa para pintar?
Do I need to wear…
that thing to paint?

Washing Hands
Child says Possible adult responses
El agua está bien cold.
The water is very cold.

Mi mano es dirty.
My hand is dirty.

8
PAUSE AND REFLECT — EXERCISE 3 Continued

SEE APPENDIX A FOR SAMPLE ANSWERS.

Mathematics
Child says Possible adult responses
Do you want to buy
some fruta? It costs
three dollars.
Do you want to buy
some fruit? It costs three
dollars.

A mí me gusta jugar con la

computer.
I like to play with the
computer.

Social Studies
Child says Possible adult responses
When I grow up, quiero
ser un astronaut para ir a
la moon.
When I grow up, I want to
be an astronaut so I can
go to the moon.

My uncle is a policía.
My uncle is a police
officer.

9
PAUSE AND REFLECT — EXERCISE 3 Continued

SEE APPENDIX A FOR SAMPLE ANSWERS.

Dramatic Play
Child says Possible adult responses
The firefighters use
ladders and hoses
cuando están trabajando.
Fire es muy peligroso.
The firefighters use
ladders and hoses when
they are working. Fire is
very dangerous.

Agarra un hat para que

juegues.
Grab a hat so you can
play.

Music
Child says Possible adult responses
I like to cantar y bailar
every day!
I like to sing and dance
every day!

La guitar is my favorita.
The guitar is my favorite.

10
PAUSE AND REFLECT — EXERCISE 3 Continued

SEE APPENDIX A FOR SAMPLE ANSWERS.

Science Center
Child says Possible adult responses
La planta needs water,
sun, y tierra.
The plant needs water,
sun, and dirt.

¡La ladybug se ve
grande con el glass!
The ladybug looks big
with the glass!

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HOW SHOULD ADULTS RESPOND WHEN
CHILDREN CODE SWITCH?

When children code switch, they use all their languages to express
themselves as fully as they can. Code switching helps them develop
their communication and language skills and learn more!

CO DE SWITCHING IS COM MO N.

Therefore staff should

XX expect children to code switch,
XX observe their language skills and
general knowledge, and
XX be strong language models.

CHILDR E N’S CO DE SWITCH ING IS N OT A PRO BLE M .

XX There is no reason to “correct” children when they code switch.

XX “Correcting” code switching ignores the competence that children demonstrate

and disregards the messages they are trying to communicate.

XX Adults who try to “correct” children’s code switching can accidentally send the
message that children should limit their speech in order to avoid code switching.
Clearly, this is not a message that builds school readiness!

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L ANGUAG E MO DE LING WH E N CH ILDR E N
CO DE SWITCH

Adults are strong

language models
when they:
ff Use language to
extend children’s
original questions or
comments
ff Listen responsively to
children
ff Start and continue
conversations
that children are
interested in
ff Are intentional
about supporting
vocabulary acquisition
ff Support children in remembering and talking about past events
and personal experiences

Adults promote positive relationships and support

children’s developing language abilities when they

XX accept all instances of children’s code switching as indicators of

their current communication abilities,

XX observe and respond to the ideas and information that children

express during code switching, and

XX build on children’s ideas and information by inviting them to

continue to talk about what’s important to them.
As a general rule, adults should ask questions and make
comments in only one language at a time.

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SAMPLE ADULT
RESPONSES
THAT INVITE
THE CHILD TO
CONTINUE THE
CONVERSATION

A 2-year-old says, “More leche.”

Sample Spanish-speaking adult Sample English-speaking adult

responses responses

ff “Sí, voy a darte más leche. ¿Te ff “Here is some more milk. Do you
gusta tomar leche?” like to drink milk?”

ff “¿Qué comiste con tu leche? ¿Un ff “What did you eat with your milk?
plátano?” A banana?”

ff “La leche es sana y deliciosa. ff “Milk is healthy and delicious. We

Bebemos la leche para tener drink milk to have strong bones
huesos y dientes fuertes.” and teeth.”

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 Sample adult
responses that
invite the child
to continue the
conversation

A 3-year-old in the art area says,

“I drew a picture of my house y mi gato.”

Sample Spanish-speaking adult Sample English-speaking adult

responses responses
ff “Dime más sobre tu casa.” ff “Tell me more about your house.”

ff “¿Cómo se llama tu gato y qué le ff “What is your cat’s name, and what
gusta hacer?” does it like to do?”

ff “¿Esto me recuerda de la semana ff “This reminds me of last week

pasada cuando dibujaste tu casa when you drew a picture of your
y tu perro. Me dijiste que tu perro house and your dog. You told me
era muy juguetón y travieso. that your dog was very playful and
¿Cómo es tu gato?” naughty. What is your cat like?”

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 Sample adult
responses that
invite the child
to continue the
conversation

A 4 -ye a r - o l d i n t h e o u t d o o r p l ay a r e a s ay s , “ T h e f i r e f i g h t e r s
u s e l a d d e r s a n d h o s e s c u a n d o e s t á n t ra b a j a n d o . E l f u e g o e s m u y
p e l i g r o s o .”
Sample Spanish-speaking adult Sample English-speaking adult
responses responses
ff “Supongamos que ustedes son ff “Let’s pretend that you are all
bomberos y están en la estación firefighters and are in the fire
de bomberos cuando reciben una station when you receive a call
llamada de un incendio en alguna about a fire in a home. What would
casa. Demuéstrenme lo que harían you do first? Next?”
primero. ¿Y después?”

ff “¿Me podrían decir cómo piensan ff “Would you tell me how you plan
usar sus escaleras y mangueras?” to use your ladders and hoses?”

ff “¿Qué debemos hacer si alguna vez ff “What should we do if we catch on

se nos enciende el cuerpo?” fire?”

ff “¿Qué debemos hacer si ff “What should we do if the fire

escuchamos la alarma de incendios alarm goes off in our building?”
en nuestro edificio?”

ff “El mes pasado aprendimos todo ff “Last month we learned all about
acerca de los policías y un oficial police officers, and an officer
vino a visitarnos. ¿Recuerdan? came to visit us. Remember? What
¿Qué nos dijo el oficial acerca de did the police officer say about
los bomberos?” firefighters?”

ff Describa las acciones de los niños ff Narrate the actions that the
como si fuese un anunciador o children are doing, like a presenter
comentarista deportivo: “Marco or sportscaster: “Marco is putting
se pone sus botas mientras Rosa on his boots, while Rosa looks for
busca el extinguidor de incendios. the fire extinguisher. Mayela helps
Mayela le ayuda a Jorge a subirse Jorge climb onto the fire truck and
al carro de bomberos y abren o they turn on the siren…”
prenden la sirena…” 16
 Extended Language Examples 1
Example 1: In an EHS classroom, 18-month-old Rosie is
walking back and forth between two toy shelves, visually
scanning the toys. Her language background includes
regular contact/experiences with both English and Spanish.
The teacher speaks only English.

Teacher: I see you’re looking at the toys. [pause] Do you see anything you would
like to play with?
Rosie: [no verbal response] Child continues to walk between the two shelves.
Teacher: [pointing] Now you’re looking at the animals.
Rosie: [pointing] Animales.
Teacher: [holds out hand] Could you give me an animal?
Rosie: [hands the teacher a toy lion]
Teacher: Thank you! You gave me a lion. Now I have a lion with me.
Rosie: [returns to the shelf and selects a toy tiger]
Teacher: Look, you have a tiger. I have a lion and you have a tiger.
Rosie: Tiger, tiger…
Teacher: You have a tiger. I have a lion. Shall we make a zoo?
Rosie: [nods head] Zoo. Yo fui (I went there).
Teacher: Let’s get some blocks and make a space for your tiger and my lion.
Rosie: [smiles and goes to the block area] Este block.
Teacher: Thank you for the block. Let me put some together for my lion. Now you
can build for your tiger.

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 Extended Language Example 2
Example 2: In a HS classroom, 38-month-
old Susana is in the dramatic play area
holding a baby doll. Her language
background includes regular contact/
experiences with both English and Spanish.
The teacher is an English-speaking
monolingual.

Susana: This is my baby.

Teacher: Hello, baby. What’s her name?
Susana: She is Lupita.
Teacher: How old is Lupita?
Susana: She is one.
Teacher: Lupita is one year old?
Susana: Yes, it was her cumpleaños last week.
Teacher: Did she have a birthday party?
Susana: Yes, she did. She had a cake and a party. We sang. She got presents.
Teacher: What presents did she get?
Susana: She got clothes. Some toys. And a blanket.
Teacher: [points to the doll] You got a blanket to cover the baby with and keep her
warm?
Susana: Sí, la noche es muy fría.

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WHAT ABOUT TEACHER CODE SWITCHING?

Code switching is common among

bilinguals. Code switching in adults, as in
children, represents communication.
EHS/HS/Child Care teachers and other professionals
should focus on their critical role as strong language
models whenever they are talking with children.

Teachers should engage in “teacher talk,” in which

teachers use new and novel words, extend
conversations, and expand children’s perspectives.
This kind of engagement is critical to children’s reading
success (Brophy et al., 2007; Burchinal et al., 2002;
Genesee, et al., 2004; Snow, Burns & Griffin, 1998).

It’s a balancing act!

Children in EHS/HS/Child Care
need teachers to support
their development across ALL
developmental domains.
The children need teachers who
can form close relationships with
them and nurture their growth.
A teacher who speaks their
language brings many cultural
and linguistic resources that promote children’s learning.
Teachers who speak a child’s home language may make a
deliberate decision to switch languages— sometimes for
several sentences in a row to
XX capture or keep the children’s attention,
XX identify key aspects of a challenging task, or
XX help them remember information.

19
Switching languages can be particularly supportive in some situations;
however, it must be part of an intentional, balanced approach in which
teachers follow a clear plan for when they use each language and are clear
about the specific goals they seek to accomplish.

Teachers who are bilingual use their

two languages in ways that promote
children’s learning and development
when they
XX create close and emotionally
supportive relationships with
children,
XX provide encouragement for
children to try new things or to
persist in taking on a difficult
task,
XX scaffold children’s learning by
drawing children’s attention to
the steps of an activity or by asking children questions that prompt
extended thinking/reasoning,
XX connect children’s knowledge from home and community settings to
classroom experiences, and
XX provide a preview of future activities and discuss children’s participation
in past activities.

20
A COMMON AND VERY WELL-INTENTIONED
MISTAKE
Some bilingual teachers believe they support dual language development
by alternating languages as they teach. This is called constant code switching or
simultaneous interpretation. During small group instruction, book reading, etc., they
interpret themselves by reading a sentence in English and then saying the same thing (or
something similar) in another language, moving on to the next sentence in the same way.
Alternating between two languages is NOT recommended in any circumstance.
It does not support children’s language development and may even be harmful, as
children’s brains automatically “listen” for their strongest language (i.e., the language they
know best) and “tune out” the other.

21
One Language at a Time

Bilingual teachers should plan separate times to read

a book in each language.

During book reading, children need to process the sequence and content
of the story. When teachers read in one language at a time they support
children to understand and learn new words and ideas.

Constant code switching by teachers

can take away from children’s language
development, as well as their general
learning (Genesee, 2004). When children
are involved in a learning experience,
they need to focus on the “content” of the
activity, i.e., the meaning and information.
Switching languages could shift a child’s
attention to the words and away from the
content.

22
STRONG LANGUAGE MODELING
Program leaders are
responsible for ensuring
that best practices are in
place in every classroom.

XX They should lead program-

wide efforts to develop and
implement a consistent,
planned approach to
language and literacy
development in every
classroom, and

XX provide staff with the

training and ongoing
mentoring so they implement high-quality classroom practices well.

The program’s Professional Development (T/TA) Plan should address

XX how and when language(s) will be used in each classroom based on the languages of
the children and the languages of the teaching staff,

XX how home language will be supported in classrooms,

XX how families will be engaged in supporting the home language of Dual Language
Learners,

XX expectations for teachers regarding code switching,

XX expectations for the level of language ability of bilingual staff,

XX the language and cultural supports that will be provided for each child, and

XX the resources needed to support children, families, and teachers to fulfill the plan.

23
 PAUSE AND REFLECT — EXERCISE 4
Complete this reflective activity individually, with a partner, or as a team.

Consolidate Your Learning

Questions Your Answers

1. Review one or more examples of child

code switching in the document, OR
review one or more examples of child
code switching that you have observed.

2. Record your answers to the following

questions.
XX What information was the child using?

XX What message(s) was the child trying to

communicate?

XX What knowledge or skills did the child

demonstrate?

XX How does the example of code

switching connect to the child’s home
culture and language?

3. Based on the ideas and information

you identified above, answer the
following questions.
XX What language modeling could you
use?

XX What future learning experience(s)

could be planned?

XX What changes to the environment

and/or classroom materials could
support learning?

24
CODE SWITCHING: WHAT’S NEXT?

After reviewing Code Switching: Why It Matters and How

to Respond, I understand:

❒❒ Who can code switch

❒❒ What code switching is

❒❒ When and where code switching is observed

❒❒ How children code switch

❒❒ What programs need to know about code switching and why it’s important

❒❒ How we should respond to code switching

Next Steps For Me

Questions Your Answers

XX Who else needs to be aware of the

information in this guide so that
program policies and best practices in
serving children who are Dual Language
Learners are enhanced in my program?

XX What ideas/strategies/practices are most

relevant and important for me and/or
my program?

XX What can I start to apply in the next

week/month/year?

XX Which parents/families, staff, and

community members can help
expand this understanding?

25
PAUSE AND REFLECT — EXERCISE 5

Next Steps for Teachers

Check the boxes next to the areas you want to work on. Once you’ve
identified your focus, develop a plan and timeline to accomplish your
goals.

❒❒ Increased understanding of code switching and its implications

❒❒ Further training and research on code switching

❒❒ Specific ideas to implement and enhance code-switching best practices and policies

❒❒ Awareness of teacher involvement in enhancing code-switching practices

❒❒ Awareness of administrator involvement in enhancing code-switching practices

❒❒ Awareness of community involvement in enhancing code-switching practices

❒❒ Self-reflection ideas for personal growth

❒❒ Knowledge of Head Start and early childhood educational resources and support on
code switching

Comments SE AND REFLECT - EXERCISE 7

26
PAUSE AND REFLECT — EXERCISE 6

Next Steps for Education Leaders

Check the boxes next to the areas you want to work on. Once you’ve
identified your focus, develop a plan and timeline to accomplish your
goals.

❒❒ Increased understanding of code switching and its implications

❒❒ Direction for further inquiry on code switching

❒❒ Specific ideas to implement and enhance code-switching best practices

and policies

❒❒ Awareness of teacher involvement in enhancing code-switching practices and policies

❒❒ Awareness of staff involvement in enhancing code-switching practices and policies

❒❒ Awareness of community involvement in enhancing code-switching practices

and policies

❒❒ Self-reflection activity ideas for teachers’ personal growth

❒❒ Knowledge of Head Start and early childhood educational resources and

support on code switching

Comments

27
CONCLUDING REMARKS
When children code switch, they draw upon the vocabulary they have in each language
to express their thoughts. This is a communication strategy (strength) that enables
children to say more than they would if they restricted themselves to either one of their
languages. When teachers respond to code switching by honoring the meaning the child is
expressing, they promote children’s language, cognitive, and social development.

Children who are Dual Language Learners should be expected to code switch, particularly
during their preschool years. Three- to five-year-old children acquire language skills and
increase their vocabulary very rapidly during this period. Children’s code switching should,
therefore, be accepted as part of their developing communication skills. Teachers should
respond to children’s meaning (i.e., what the child is trying to communicate) rather than to
their language switching.

Teachers should strive to be good language models in any language they are speaking.

28
APPENDIX A - SAMPLE ANSWERS

Meal time
Child says Possible adult responses
More leche. Do you want more milk?
OR
More milk.
More milk? Sure.
OR
This is your second cup.

¡Rica food! Yes. The food is delicious.

OR
Good food!
I like it too. Yummy!

Child Pickup
Child says Possible adult responses
Adiós, teacher. Thank you for saying “bye” to me.
OR
Goodbye teacher.
Good-bye. See you tomorrow.

Go casa. You will go home soon.

OR
Go home.
When your mommy gets here, you
will go home.

29
 APPENDIX A - CONTINUED

Outdoor play
Child says Possible adult responses
Tie zapato. Would you like me to tie your shoe?
OR
Tie shoe.
I see your shoe is untied.

Espera. I tired. Okay. I will wait for you.

OR
Wait. I tired.
You are tired. Do you want to sit
down?

Block play
Child says Possible adult responses
Bloques fall. Oh no! Did your blocks fall?
OR
Blocks fall.
Would like me to help you rebuild
your house?

My casita. Is this your little house?

OR
My little house.
Who lives there?
OR
Do you think I can fit in your little
house?

Big torre. You made a big tower.

OR
Big tower.
You made a big tower. It’s huge.
OR
You used a lot of blocks to build a big
tower.

30
 APPENDIX A - CONTINUED

Art Area
Child says Possible adult responses
I drew a picture of my Tell me about your cat.
house y de mi gato. OR
What does your cat like to do?
I drew a picture of my
house and of my cat.

Do I need to wear… Yes. This is a smock. It goes on over

¿esa cosa para pintar? your head and covers your front. It
will protect your clothes while you
Do I need to wear…
that thing to paint? paint.

Washing Hands
Child says Possible adult responses
El agua está bien cold. Yes, the water is very cold.
OR
The water is very cold.
Can you turn the handle (pointing to
handle) to let in more warm water?

Mi mano es dirty. Let’s go wash your hand.

OR
My hand is dirty.
Let’s wash your hand so it’s all clean.

31
 APPENDIX A - CONTINUED

Mathematics
Child says Possible adult responses
Do you want to buy I like fruit. Here are my three dollars.
some fruta? It costs OR
three dollars. Three dollars is too much money for
fruit.
Do you want to buy
some fruit? It costs three
dollars.

A mi me gusta jugar con la I like to play on my computer too.

computer. OR
Show me what you are doing on your
I like to play with the
computer. computer.

Social Studies
Child says Possible adult responses
When I grow up, quiero How would you go to the moon?
ser un astronaut para ir a OR
la moon. What would you want to take with
When I grow up, I want to you when you go to the moon?
be an astronaut so I can OR
go to the moon. Do you remember the book we read
last week about an astronaut?

My uncle is a policía. He must help a lot of people.

OR
My uncle is a police
Has he ever taken you to the police
officer.
station where he works?

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 APPENDIX A - CONTINUED

Dramatic Play
Child says Possible adult responses
The firefighters use Why do firefighters need ladders and
ladders and hoses hoses? How do they use them?
cuando están trabajando. OR
Fire es muy peligroso. Have you ever seen firefighters
The firefighters use working?
ladders and hoses when OR
they are working. Fire is Do you remember our field trip to the
very dangerous. fire station last month?

Agarra un hat para que Let me get a police hat to play with
juegues. you.
OR
Grab a hat so you can
play. Yes. I want to play. I think I will be a
doctor with you. What are we going
to do? Are we at the hospital?

Music
Child says Possible adult responses
I like to cantar y bailar What is your favorite song? Can you
every day! teach it to me?
OR
I like to sing and dance
every day! Can you show me how to dance?
OR
Do you sing and dance at home? Tell
me more.

La guitar is my favorita. Why do you like the guitar?

OR
The guitar is my favorite.
I know, because you choose the
guitar every day.

33
 APPENDIX A - CONTINUED

Science Center
Child says Possible adult responses
La planta needs water, You’re right! Plants need water,
sun y tierra. sun, and soil in order to grow.
The plant needs water, OR
sun and dirt. Did you know the plant gets its food
from the soil?
OR
Where does our food come from?

¡La ladybug se ve This magnifying glass makes the

grande con el glass! ladybug look big.
OR
The ladybug looks big
with the glass! Yes. The ladybug looks so big under
the magnifying glass.

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APPENDIX B - REFERENCES

Brophy-Herb, H. E., Lee, R. E., Nievar, M. A., & Stollak, G. (2007). Preschoolers’ social
competence: Relations to family characteristics, teacher behaviors and
classroom climate. Journal of Applied Developmental Psychology, 28, 134-148.

Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of
academic skills from preschool through second grade: Family and classroom
predictors of developmental trajectories. Journal of School Psychology, 40(5),
415-436.

Byers-Heinlein, K., Burns, T. C., & Werker, J. F. (2010). The roots of bilingualism in
newborns. Psychological Sciences, 21, 343-348.

Espinosa, L. (2010). Getting it RIGHT for young children from diverse backgrounds:
Applying research to improve practice. New York: Pearson.

Genesee, F., Paradis, J., & Crago, M. B. (2004). Dual language development and
disorders: A handbook on bilingualism and second language learning. Baltimore,
MD: Paul H Brooks Publishing.

Hakuta, K. (1986). Mirror of language: The debate on bilingualism. New York: Basic
Books.

Halliday, M. A. K. (1975). Learning how to mean: Explorations in the development of

language. London: Edward Arnold.

Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual language development and disorders:
A handbook on bilingualism and second language learning (2nd ed.). Baltimore,
MD: Paul H Brooks Publishing.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in
young children. Washington, DC: National Academy Press.

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