Phillips explains ECE identification of emergent multilingual learners
Phillips contrasts K-12 English language learner identification under Part 154 with early childhood identification. She describes the state's Emergent Multilingual Learner Language Profile, a family survey available in 24 languages.
The process for identifying emergent multilingual learners in early childhood differs from the process used to identify English language learners in K-12 schools.
Under Commissioner's Regulation Part 154, K-12 schools follow a formal process for identifying English language learners, including the home language questionnaire,
an individual interview when appropriate, and the New York State Identification Test for English Language Learners, NISATL.
An English language proficiency assessment.
Those requirements do not apply in the same way in early childhood settings, where children are identified as emergent multilingual learners.
learners based on information families provide about their child's language, background, and experiences.
New York State uses the Emergent Multilingual Learner Language Profile, a family-completed survey available in 24 languages that asks which languages are spoken by parents and caregivers.
Which languages the child understands and uses, and the family's preferred language for program communication.
The purpose is not to measure English proficiency, but to identify children whose home or primary language is other than English to help programs plan linguistically responsive instruction and supports.
Across early childhood settings, multilingualism is treated as an asset.
All programs are required to support multilingual learners by using developmentally appropriate practices such as visual aids, modeling, intentional vocabulary development,
home language connections, family partnerships, and culturally and linguistic responsive instruction.
The goal is to enable all children to fully participate in learning while also developing English.