Staff Development: Multimedia

These audio and video resources highlight specific tools and strategies for teaching DLLs.



Audiocast: A Common Language of Care - Welcoming and Supporting Dual Language Learners in Infant-Toddler Programs. Early Head Start National Resource Center. 01:33:07.
A Common Language of Care is a recorded conference call led by the Early Head Start National Resource Center. The panelists, Early  Head Start staff, regional and federal staff, and training and technical assistance providers from across the nation, offer suggestions for all Head Start teachers and employees working with Dual Language Learners. The Audio Conference is designed to help evaluate the current practices in place within Head Start, support strategies, and enhance the available services for families with Dual Language Learners. An emphasis is put on key principles to keep in mind when working with Dual Language Learners and their families--namely, that every community has its own qualities, needs, and resources which must be individually addressed for DLLs in early care settings. The Conference concludes with callers, nationwide, addressing common questions, concerns, and strategies that provide a good starting point for any Head Start program.

Audiocast: Biliteracy of Preschool Immigrant Mexican Children with Dr. Iliana Reyes. Voice of Literacy. 00:15:35.
Dr. Betsy Baker, professor of Literacy Studies at the University of Missouri, interviews the University of Arizona's Dr. Iliana Reyes, Assistant Professor of Bilingual and Second Language Acquisition. Dr. Reyes discusses the biliteracy of preschool immigrant Mexican children.

Audiocast: Early Literacy Development for English Language Learners - Episode 32. IDRA. 00:18:23.
Jose L. Rodriguez, an early childhood expert at IDRA, describes the essential components of reading instruction outlined by the National Reading Panel and how they relate to young English language learners.

Audiocast: Early Literacy for English Learners with Dr. Theresa Roberts. Vioice of Literacy. 00:12:10.
Dr. Betsy Baker interviews Dr. Theresa Roberts about storybooks and early literacy for English learners.

Audiocast: Linking Language and Literacy: Implications for Serving Linguistically Diverse Children. Early Head Start National Resource Center. 01:20:00. 
In the final audio conference in the 2001 audio conference series, Early Head Start staff from every region, migrant and seasonal Head Start staff, training and technical assistance providers, and regional and federal office staff contribute their knowledge and experiences working with linguistically diverse children.  The goal of the conference is to use existing research on emergent literacy and language development and apply these ideas to the unique and varied populations of an Early Head Start or Head Start classroom.  The contributors emphasize that the diversity of the children in each classroom necessitates different planned approaches and curriculums.  A number of speakers also recommend creating and using trusting, secure relationships between the caregivers and the children to enhance their growing literacy skills.

Audiocast: Reducing Disproportionality for English Language Learners in Special Education: The Role of Head Start Educators. OHS. 00:57:39.
This hour-long audio podcast explores the overrepresentation and under-representation of linguistically and ethnically diverse children and youth within certain disability categories. Directors; disabilities, education, and mental health coordinators; teachers; and other staff members who work with children with special needs will learn about strategies that help prevent and reduce this discrepancy.

Building Blocks for Hispanic Outreach Services Series

Video: Block One: The Hispanic Population in the US  [English] | Componente Uno: La población hispana en los Estados Unidos [En Español]
Projections show that the Hispanic population in the United States is going to continue its upward rise.  Hispanic children account for 70% of the growth in the population of children under 5 years of age.  Data shows almost half of Hispanic, foreign-born families meet Head Start requirements based on low income.  Within the Hispanic population, there is a great deal of cultural variation due to the diversity of the Latin American countries these families are coming from.  Poverty is also a variable factor.  Only by taking a careful inventory of the families in the community can a Head Start program successfully identify and serve the families' needs.

Video: Block Two: Understanding the Hispanic Community in Your Area [English] | Componente Dos: Conociendo la comunidad hispana en su área [En Español]
The second building block provides suggestions and tips for how to conduct a community assessment that is sensitive to the Hispanic population.  A successful assessment consists of five parts: planning your strategy, designing how you will collect the data, gathering the data, reviewing and analyzing what you have collected, and using that data to make decisions about location, recruitment, staff, and programming.  Growth of the Hispanic community in different areas must be considered throughout the community assessment.

Video: Block Three: Meeting the Needs of Hispanic Families [English] | Componente Tres: Atendiendo la necesidades de los niños hispanos [En Español]
One of the best ways to serve young, Hispanic children in Head Start is by also serving the families. Hispanic families in the United States are dealing with the stresses of culture shock and the loss of their social support network in their home country.  Head Start programs, especially a good mental health program, can take account of these stresses and become a place of support, trust, and information for immigrant families.

Ready for Success Series

Webcast: Ready for Success: Supporting Dual Language Learners in Head Start and Early Head Start. OHS. 00:53:00. 
This first webcast presented the content and format for the series. An education manager described how the Program Preparedness Checklist for Serving DLLs and Their Families is currently used for continuous program improvement. Suggestions were given on how to incorporate the series into professional development training for program staff.

Webcast: Head Start 101: Getting Started With Dual Language Learners in Head Start and Early Head Start. OHS. 01:00:00. 
Head Start 101 introduced new grantees to the essentials of Head Start systems and services that support DLLs and their families. The webcast highlighted exemplary practices in classrooms and in program policies. It also offered tips for supporting DLLs and their families at the start of the program year. Current grantees also benefited from reviewing and refreshing their knowledge and understanding of these essential practices.

Webcast: Supporting Language Development of Children Who Are Dual Language Learners in Head Start and Early Head Start. OHS. 01:33:21.
This Webcast addressed key concepts related to language acquisition of a first and second language in DLLs, birth to five. It discussed the interconnectedness between language acquisition and development and emergent literacy. The Webcast provided specific strategies to address the different linguistic and cultural contexts that exist in Head Start programs.

With accompanying viewer's guides in English and Spanish

Webcast: Assessing the Progress of Children Who are Dual Language Learners in Head Start and Early Head Start. OHS. 01:30:00. This Webcast explored the progress of DLLs in all areas of development and in all the domains of the Child Outcomes Framework. It discussed a variety of contexts and languages present in Head Start programs across the country. It also provided specific recommendations to better involve classroom leaders and families in supporting children.

With accompanying viewer's guides in English and Spanish

Webinar: Assessing the Progress of English Language Development for Children Who Are Dual Language Learners in Head Start and Early Head Start. This Webinar provided specific examples of how to address the mandate in the Improving Head Start for School Readiness Act of 2007 that requires program to ensure children make “... progress towards acquisition of the English language....” Experts and practitioners presented different approaches for observing and documenting progress of English acquisition in DLLs and discussed how the information can be used to inform intentional practice. Assessment of the home language was also discussed.

Webinar: Literacy Development for Children Who Are Dual Language Learners in Head Start and Early Head Start. OHS. 01:30:00.
The Webinar highlighted key concepts in emergent literacy and writing development of DLLs. It discussed instructional strategies and classroom environments. Video clips illustrated strategies for expanding language and literacy experiences of infants, toddlers, and preschoolers engaged with each other and with adults when using one or more languages.

Webcast: Diversity and Multicultural Integration in Head Start and Early Head Start (Part I). OHS. 01:30:00
Since its inception, Head Start has served culturally and linguistically diverse populations in ways that were responsive, participatory, and empowering. This session presented the updated handbook, Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five. Experts discussed effective ways to use this booklet and other resources during professional development activities.

Webcast: Diversity and Multicultural Integration in Head Start and Early Head Start (Part II). OHS. 01:30:00. 
Connections between program staff and families are essential to providing culturally and linguistically responsive learning environments. This session showcased programs where staff and families work together to serve DLLs. It also highlighted strategies for involving parents in governance activities and for enhancing parent-teacher communication.

Supporting Dual Language Learners Series

Webcast (No. 1): Supporting Dual Language Learners Introduction. OHS. 00:11:14.
Dual language learners are children learning two or more languages at the same time, as well as those learning a second language while continuing to develop their first, or home, language.  The Dual Language Learner Institute seeks to provide the tools needed to effectively support and engage children as you ready them for school and for life by showing the important links between language development, social-emotional development, cognitive development, and school readiness. This webcast will be useful to any Head Start employee unable to attend the Dual Language Learner Institute. In the following videos, you will be introduced to the developmental areas  that can be enhanced through a better understanding of the various cultures and languages being served in the Head Start community, contributing to better school readiness.

Webcast (No. 2): Segment on Physical Well-Being and Motor Development. OHS. 00:05:11.
The first concept for school readiness is physical well-being and motor development. A better understanding of how different cultures parent, discipline, promote independence, approach feeding, sleeping, and toilet training, etc. will assist Head Start teachers, assistants, and directors in preparing the children. Carol Bellamy, a Head Start fellow, teacher, and manager, suggests using music and dance to bridge physical coordination, cultural understanding, and foster a child's self-concept.

Webcast (No. 3): Segment on Social and Emotional Development. OHS. 00:04:42.
A child's social and emotional development includes their self-concept, self-control, cooperation, social relationships, and their knowledge of families and communities. This piece of the webcast advises Head Start staff to assess their own cultural identities and biases so they are better able to address the cultural and linguistic needs of their students. Carol Bellamy suggests creating safe havens in the classroom, where children can go and not feel pressured to communicate in a less familiar language.

Webcast (No. 4): Segment on Approaches to Learning. OHS. 00:04:23.
Approaches to learning refers to aspects of children's responses to learning opportunities, such as a child's curiosity, flexibility, or persistence, and is very much connected to the concept of social and emotional development. These factors can be personality-based, but are also very much dependent on a child's early experiences and interventions. This section of the webcast will be especially helpful to Head Start teachers and parents. It is important for both the home and school environment to engage the child in a variety of active learning experiences that utilize their dual languages.

Webcast (No. 5): Language and Literacy Development. OHS. 00:08:23.
Language ability affects learning and development in all areas; skilled communicators have better social competence and school readiness. Head Start teachers and staff should strive to increase the quality and quantity of both children's receptive and expressive vocabulary. One way to do this is ensure that key concepts are mastered, so that once the English vocabulary is grasped, the child can apply the new language to concepts already understood. Head Start staff can attempt to learn key phrases in the home languages of their students as a resource to support the developing languages.

Webcast (No. 6): Segment on Cognitive Development. OHS. 00:05:45.
The last component of school readiness is cognition and general knowledge. As children acquire language, conceptual knowledge is also being built and this knowledge transfers, so that once a child understands a concept, it can be easily transposed onto a second language after the necessary vocabulary and grammatical skills are obtained. This webcast offers additional suggestions for Head Start teachers and staff to help children master knowledge concepts and language skills. One such suggestion is to have open-ended materials for children to explore and use in ways they imagine. As with all of the components for school readiness, Head Start staff must make a sincere effort to use the child's home language as a resource.


Webcast: Building Liaisons with Latino Communities. The University of Georgia Southern Center for Communication, Health, and Poverty and The Center for Latino Achievement and Success in Education.
This series of videos offers information on Latino cultural groups, cultural competency and strategies for effective communication.

Webcast: Developing Web-Based Communication for Latino Audiences. The Southern Center for Communication, Health and Poverty at UGA. 01:16:12.
Featuring Silvia Inez Salazar (National Cancer Institute). A Series of focused video Briefings for public health information officers and emergency/risk communicators.

Webcast: Language and Translations Issues (part A). The University of Georgia Southern Center for Communication, Health, and Poverty and The Center for Latino Achievement and Success in Education. QuickTime format. 08:54:00.
Video Briefings from Building Liaisons with Latino Communities Series. Part A of the Podcast discusses some of the difficulties in creating language translations to use when working with bilingual populations.

Webcast: Language and Translations Issues (part B). The University of Georgia Southern Center for Communication, Health, and Poverty and The Center for Latino Achievement and Success in Education. QuickTime format. 10:29:00.
Video Briefings from Building Liaisons with Latino Communities Series. Part B of the podcast discusses some of the issues involved with working with Spanish-speaking communities and strategies to better engage.

Webcast: Making Parents Partners. Reading Rockets. 01:28:46.
Karen L. Mapp, Susan Hall, and Tom Bowman discuss the effects of getting parents involved in their child's academic career. Reseach has shown that when parents are involved, students have better attendance, greater achievements, and fewer behavior problems.

Be sure to visit the Professional Development section for more information.

Staff Development: Multimedia. HHS/ACF/OHS. 2009. English.

Last Reviewed: July 2010

Last Updated: November 13, 2014