Helping you provide better early education for dual language learners

VIEW CART

30 Apr · Karen Nemeth · One Comment

Fast 5 Gamechangers Empower DLLs With Conversations!

Perhaps the best kind of teacher talk might be less teacher talk! All through college and professional development experiences, teachers learn what to say to children. But, one of the greatest gifts you can give to young learners, especially DLLs, is to step back and let the children do the talking. Research continues to show …

24 Apr · Karen Nemeth · No Comments

What early childhood educators need to succeed with DLLs

Here are the recommendations and resources I sent for consideration for NAEYC’s Power to the Profession initiative. I believe policy needs to say more about preparing monolingual and multilingual early childhood educators to teach children who are dual language learners. Karen Nemeth Here are a dozen reasons why: Most preschool teachers now (or in the …

11 Apr · Karen Nemeth · No Comments

Rubric for Evaluating Apps for DLLs (c)

R.E.A.D.© Rubric for Evaluating Apps for DLLs© Karen Nemeth, www.languagecastle.com Digital Decisions: Choosing the Right Technology Tools for Early Childhood Education, Fran S. Simon & Karen Nemeth – Gryphon House Using Technology as a Teaching Tool for Dual Language Learners in Preschool through Grade 3, Karen Nemeth & Fran Simon, Young Children March 2013 Karen@languagecastle.com …

22 Oct · Karen Nemeth · 2 Comments

The “Magic 8” Preschool Practices Adapted for DLLs

By Karen Nemeth Have you read about the “Magic 8”? These are the eight practices that are most likely to build preschool student success, according to research by Dr. Dale Farran and her co-authors1,2,5.. They could provide great advantages for young children who are dual language learners, but how can they be applied in …

2 Sep · Karen Nemeth · No Comments

Considering Children who are DLLs in Emergency Planning Events in the news have many schools and programs taking a second look at their emergency plans. Let’s think what an emergency – or even a simple fire drill – must be like for a young child who doesn’t fully understand the language! Establish class buddies – …

9 Jul · Karen Nemeth · No Comments

Response to Recent Question on Advising Diverse Families about Electronic Toys and Early Language

I recently received a request for some resources to help families understand the impact of handing over electronic talking toys, phones and tablets to young children. Here are a few links, including the June 2017 article from Psychology Today. Feel free to suggest additional resources in the comments section.

5 Sep · Karen Nemeth · No Comments

How can technology help diverse families? It’s in this new book!

Here’s how Chip Donohue announced his new book. It’s a privilege to include diversity in our chapter among these great experts! “I’m excited to announce the release of my second edited volume, Family Engagement in the Digital Age: Early Childhood Educators as Media Mentors co-published by Routledge and NAEYC The book includes a Foreword by Ellen …

18 Jun · Karen Nemeth · 2 Comments

Fast 5 Gamechangers – Revolutionize Classroom Labels for DLLs!

Preschools have labels because they value ‘environmental print’. But… if no one reads the labels or talks about them, do they really help teach language and literacy?

14 Mar · Karen Nemeth · 11 Comments

The D.A.P. Gap: Is Cute the Enemy of Quality?

By Karen N. Nemeth, Let’s be honest. Worksheets, cookie cutter craft activities, printables, and plastic manipulatives are widely reviled by early childhood education experts, yet they are widely available and often used in preschool and child care programs. At a recent luncheon with early childhood professional development providers and authors, we tried to sort out …

7 Aug · Karen Nemeth · One Comment

Naming the New, Inclusive Early Childhood Education: All Teachers Ready for DECAL!

by Karen N. Nemeth, Ed.M., Pam Brillante, Ed.D., and Leah J. Mullen, M.A. What do we need to see in early childhood education now and in the future? The days of fragmented programs where children and teachers are divided according to special needs and special skills are over. Silos don’t work. Isolating children and practitioners …