Meeting the Needs of English Language Learners and Preserving Native Languages Nila Rinehart, Central Council of Tlingit & Haida, Alaska Nila Rinehart has more than 14 years’ experience working with American Indian and Alaska Native Head Start programs. She currently serves as Head Start Director for the Central Council of Tlingit and Haida Indian Tribes of Alaska early childhood development division, which includes Head Start and other early care and education services. Rinehart previously staffed the State of Alaska Children’s Cabinet, a collaboration of six state commissioners working together to improve services to children. During her tenure there, she worked on statewide policy issues and developed model projects, including the Alaska Children’s Trust and COMPASS, a community-based project to improve state systems and bring communities together to better meet the needs of children and their families. Rinehart specializes in risk and prevention, as well as early childhood development, with an emphasis on public policy; design, implementation, and evaluation of programs serving families and communities challenged by poverty; and cultural issues. She is currently President of the National Indian Head Start Directors Association; she is a former board member of the National Association for the Education of Young Children. "In our work supporting children from culturally and linguistically diverse backgrounds we have a challenge… to provide them with the support they need in order to grow to their fullest potential." — Nila Rhinehart Presentation Highlights Language is the foundation for learning. This presentation underscores that fact by exploring strategies and methods for supporting English language learners while at the same time preserving Alaska Native and American Indian Languages. Approaches for Fostering Learning Some effective approaches for fostering the progress of linguistically and culturally diverse learners across all areas of curriculum include: Connecting generations of knowledge (particularly supported by oral traditions in native populations); Encouraging relationships between children and other significant adults–intergenerational connections are important to the well-being of children; Acknowledging ancient links to past history, thought, emotions, and practices still relevant today; Encouraging spiritual grounding; Fostering connections to community participation and history; Developing (and/or honoring) a unique worldview; and Opening pathways that allow Native children to be successful in many ways. Effective Educational Environments Despite all these efforts and variety of approaches, American Indian and Native languages are at risk and may be lost within the next few generations. Therefore, addressing linguistically and culturally diverse children in Head Start and Early Head Start programs is critical. The following educational environments may serve to preserve these American Indian and Native languages: Native language immersion classrooms; Bilingual classrooms in Native language and English; English only classrooms; and Cultural and language enrichment programs for children and their families. Strategies to Support Native Learners In an effort to ensure school readiness, we must make sure to leave intact and strengthen the paths to meaningful life connections of family and community. Specific strategies to support Native languages include: Soliciting community support from families, elders, leaders, schools, and universities; and Building firm foundations upon which curriculum, assessment, and teaching strategies can be positioned to respond to the educational needs of Native language learners. Strategies to Support English Proficiency English proficiency serves as the foundation for learning. However, in the process of learning English, children and families must not be asked to give up their home language. In order to effectively support English as the foundation for learning, while at the same time strengthening and supporting Native languages, curriculum, assessment, and teaching should address: Head Start Program Performance Standards; Head Start Child Outcomes Framework; Community strengths, needs, and values; Areas of concern as described by families; Available resources (environment, people); Culture, language, history, and social and economic issues; and State and local school standards. Assessment Questions Finally, in order for programs to implement appropriate strategies that serve to support English learners and preserve Alaska Native and American Indian languages, the following critical curriculum and assessment questions must be asked: What will our children learn? How do our children learn best? How will our teachers facilitate learning? How will we measure progress in ways relevant to the children and community? How do we connect what we are teaching to the preservation of Native languages, cultures, and values? Video of Presentation Presentation Highlights No Handout for This Presentation List of Language Development presenters/presentations Information on how to view videos and view/download handouts

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