Introduction
Gathering Information
Linguistic Profile of Head Start Children
Child Outcomes and Assessment

SINCE ITS INCEPTION, the Head Start Bureau has supported cultural and linguistic diversity among children and families. To this end, the Bureau has always supported the implementation of best practices to serve all children and families. These practices are in accordance with the 1998 Head Start Act and supported by the Head Start Program Performance Standards and the Head Start Child Outcomes Framework. As the communities of children and families served in Head Start become increasingly more diverse, the Head Start Bureau has increased its efforts to improve the quality and responsiveness of services provided to children whose native language is other than English.

Gathering Information
AN IMPORTANT STEP TOOK PLACE in October 2001 when a National Forum on Second Language Acquisition was convened by the Migrant and Seasonal Program Branch and its Training and Technical Assistance providers. The purpose was to support grantees in the delivery of educational services provided to the growing population of non-English speaking farm-worker children and families. A panel of educators, child development specialists, and local migrant program staff identified specific issues and needs in regard to first and second language acquisition. Based on the Forum's proceedings, a technical paper was written that described the limited research available on the process of second language acquisition in the first five years of life.

To further its understanding of the cultural and linguistic diversity of Head Start children and families, the Head Start Bureau convened an English Language Learners Focus Group in April 2002. Parents, program staff, researchers, and experts in the fields of first and second language acquisition, bilingualism, and biculturalism were invited. The goal of this two-day meeting was to solicit specific recommendations regarding effective approaches to address the opportunities and challenges of working with young children and families who are English language learners in Head Start and Early Head Start.

Linguistic Profile of Head Start Children
OF THE MORE THAN 900,000 CHILDREN served by Head Start, approximately 27% speak a language other than English at home. More than 140 languages are represented in Head Start programs nationwide (see Linguistic Profile below).

Child Outcomes and Assessment
THE HEAD START NATIONAL REPORTING SYSTEM Technical Work Group recognizes the great cultural and linguistic diversity represented in Head Start. The group has made a commitment to consider how the design and implementation of the Head Start National Reporting System (NRS) must be adapted to ensure that all children be fairly and adequately assessed. Members of the Technical Work Group have discussed their concerns, including the lack of availability of professionals who can assess children in their home languages, assessment instruments that are not linguistically or culturally appropriate, and interpreters who are not properly trained in the screening process of the instrument.

LINGUISTIC PROFILE OF HEAD START CHILDREN

According to the 2001-2002 Head Start Program Information Report (PIR), the dominant languages are:

Spanish	217,217
Far Eastern Asian languages	11,427
Middle Eastern, Indic languages	6,222
Pacific Island languages	5,948
Native Central America, South American and Mexican languages	4,782
Caribbean languages	4,004
European and Slavic languages	3,942
African languages	3,002
Native North American or Alaska Native languages	1,796

The Technical Work Group converned a meeting among five nationally-recognized experts in the fields of early childhood, language acquisition, and assessment. Their input was invaluable in ensuring that the process of making decisions about English Language Learners within the context of the NRS is informed by research-based findings.

The Technical Work Group has been very responsive to all of these concerns. As a result, several important proposals were made, including—

• Parallel Spanish language assessment items, as well as English Language Acquisition items, be administered to children who are English Language Learners and whose home language is Spanish and whose English-language proficiency is not sufficient for assessment in English.
  
  
• Instruments and protocols in other languages spoken by Head Start children be developed.

Such decisions represent Head Start's ongoing commitment to the diversity of children and families. Information on child outcomes for ALL children in Head Start, including English Language Learners, will be useful at both the local and national levels.

Graciela Italiano-Thomas is Senior Consultant, Education Services Branch, Head Start Bureau, and a member of the Technical Work Group. T: 202-205-7359, E: gthomas@acf.hhs.gov.