Multilingual Access to Childcare

Description of the video:

1
00:00:00,600 --> 00:00:03,640
So for dual language
learners or young

2
00:00:03,640 --> 00:00:07,140
children under the age
of five who have a home

3
00:00:07,140 --> 00:00:10,440
language other than
English, early childhood

4
00:00:10,440 --> 00:00:14,000
programs play a
powerful role. And they

5
00:00:14,000 --> 00:00:16,460
offer a gateway to
learning English in

6
00:00:16,460 --> 00:00:18,800
nurturing space where
a child's home language

7
00:00:18,800 --> 00:00:21,180
can be maintained,
honored, and celebrated.

8
00:00:21,180 --> 00:00:23,240
So these environments
don't just support

9
00:00:23,240 --> 00:00:25,360
language development.
They really affirm

10
00:00:25,360 --> 00:00:27,970
who children are and
where they come from.

11
00:00:27,970 --> 00:00:30,280
But here's what's
truly exciting, why we

12
00:00:30,280 --> 00:00:33,180
wanted to offer this
webinar. Because decades

13
00:00:33,180 --> 00:00:36,120
of research now tell
us that all children

14
00:00:36,120 --> 00:00:39,480
benefit from multilingual
environments.

15
00:00:40,430 --> 00:00:42,840
And this is not
just dual language

16
00:00:42,840 --> 00:00:45,860
learners. There's a
cognitive growth, stronger

17
00:00:45,860 --> 00:00:47,720
social and emotional
development, and

18
00:00:47,720 --> 00:00:49,560
even academic gains
have been linked

19
00:00:49,560 --> 00:00:51,720
to richly multilingual
early learning

20
00:00:51,720 --> 00:00:55,180
settings. And that
means that when we

21
00:00:55,180 --> 00:00:57,540
create environments that
support and celebrate

22
00:00:57,540 --> 00:01:00,220
multiple languages,
everyone wins.

23
00:01:00,700 --> 00:01:04,020
So today's webinar,
the point is to really

24
00:01:04,020 --> 00:01:06,240
ground ourselves in
research-based literature.

25
00:01:06,240 --> 00:01:07,520
Don't worry, we're
not going to bore

26
00:01:07,520 --> 00:01:09,840
you. That brings together
the latest findings

27
00:01:09,840 --> 00:01:11,800
on multilingual
exposure and early care

28
00:01:11,800 --> 00:01:13,660
and education. And I
will share that some of

29
00:01:13,660 --> 00:01:17,120
the information out
there has changed. It's

30
00:01:17,120 --> 00:01:19,240
not the same as when
some of us went to

31
00:01:19,240 --> 00:01:21,820
school. We'll explore
not only the benefits,

32
00:01:21,820 --> 00:01:23,800
but also the key factors
that help maximize

33
00:01:23,800 --> 00:01:25,580
those benefits. And
we'll close with

34
00:01:25,580 --> 00:01:27,660
actionable insights that
you can apply in your

35
00:01:27,660 --> 00:01:29,420
own work with young
children and families.

36
00:01:29,420 --> 00:01:31,400
So we're going to dive
in and explore how

37
00:01:31,400 --> 00:01:33,740
we can shape learning
spaces where every

38
00:01:33,740 --> 00:01:35,800
language is a strength
and every child can

39
00:01:35,800 --> 00:01:38,020
thrive. And I also want
to say not just learning

40
00:01:38,020 --> 00:01:40,460
spaces. Well, learning
spaces, including

41
00:01:40,460 --> 00:01:42,740
homes, because some
of you go into homes.

42
00:01:42,870 --> 00:01:44,740
Some of you are in
classrooms. Some of

43
00:01:44,740 --> 00:01:46,660
you are in homes.
But either way, the

44
00:01:46,660 --> 00:01:49,040
way that we approach
language, a lot of

45
00:01:49,040 --> 00:01:50,160
these things are
going to be the same.

46
00:01:52,520 --> 00:01:54,940
Yeah, so now let's
take a closer look

47
00:01:54,940 --> 00:01:56,660
at what the research
tells us about

48
00:01:56,660 --> 00:01:58,740
the cognitive and
social benefits of

49
00:01:58,740 --> 00:02:01,160
multilingualism in
early childhood.

50
00:02:03,800 --> 00:02:06,000
When young children
grow up using more than

51
00:02:06,000 --> 00:02:07,680
one language, especially
when their home

52
00:02:07,680 --> 00:02:09,440
language is supported
in early childhood

53
00:02:09,440 --> 00:02:11,960
settings, they experience
real measurable benefits.

54
00:02:11,960 --> 00:02:13,680
And that's not just
about the language,

55
00:02:13,680 --> 00:02:16,400
it's about the entire
child. Yeah, so let's

56
00:02:16,400 --> 00:02:18,940
start with the brain.
So research shows that

57
00:02:18,940 --> 00:02:21,120
both bilingual and
multilingual children

58
00:02:21,120 --> 00:02:24,320
tend to have stronger
memory, better attention

59
00:02:24,320 --> 00:02:26,880
control, and even more
flexible thinking.

60
00:02:26,880 --> 00:02:28,760
And these are all
parts of what is called

61
00:02:28,760 --> 00:02:31,220
the executive function
skills that help kids

62
00:02:31,220 --> 00:02:34,360
solve problems, focus,
and also adapt in the

63
00:02:34,360 --> 00:02:37,320
classroom and beyond
the classroom. And

64
00:02:37,320 --> 00:02:39,920
these brain benefits
actually start early. So

65
00:02:39,920 --> 00:02:42,080
even toddlers in
bilingual and multilingual

66
00:02:42,080 --> 00:02:43,920
environments have shown
better performance

67
00:02:43,920 --> 00:02:46,780
on memory and problem
-solving tasks. So when

68
00:02:46,780 --> 00:02:49,040
we support both the home
language and English,

69
00:02:49,040 --> 00:02:50,880
we're actually giving
children's brains

70
00:02:50,880 --> 00:02:53,240
an extra workout in
the best possible way.

71
00:02:53,760 --> 00:02:55,940
So now let's talk about

72
00:02:55,940 --> 00:02:57,460
identity and emotions.

73
00:02:57,720 --> 00:03:00,660
Children feel more
confident, connected,

74
00:03:00,660 --> 00:03:02,860
and proud when their
home language is

75
00:03:02,860 --> 00:03:04,360
welcomed in the
classroom. And this

76
00:03:04,360 --> 00:03:06,540
helps inform strong
peer relationships

77
00:03:06,540 --> 00:03:09,380
and also feel a true
sense of belonging.

78
00:03:09,680 --> 00:03:12,260
It also strengthens
partnerships with families.

79
00:03:12,260 --> 00:03:14,840
When educators use
greetings and signs

80
00:03:14,840 --> 00:03:17,620
or songs in a child's
home language, families

81
00:03:17,620 --> 00:03:19,700
feel respected and
seen, and they're more

82
00:03:19,700 --> 00:03:21,600
likely to engage in
their child's learning.

83
00:03:21,600 --> 00:03:23,820
That home-school
connection really matters.

84
00:03:24,100 --> 00:03:27,200
So what about academics,
many people wonder?

85
00:03:27,200 --> 00:03:28,480
Well, supporting
the home language

86
00:03:28,480 --> 00:03:31,380
actually builds a strong
foundation for literacy

87
00:03:31,380 --> 00:03:34,320
and school readiness
in both languages

88
00:03:34,320 --> 00:03:36,420
or in all the languages
that are present in

89
00:03:36,420 --> 00:03:38,520
the child's life.
Children who continue

90
00:03:38,520 --> 00:03:40,860
developing their first
language tend to do

91
00:03:40,860 --> 00:03:44,340
better in English over
time, not worse. And

92
00:03:44,340 --> 00:03:45,800
one thing we want to
clear up is a really

93
00:03:45,800 --> 00:03:48,580
common myth. Some people
worry that speaking

94
00:03:48,580 --> 00:03:50,440
in two languages
might confuse young

95
00:03:50,440 --> 00:03:53,020
children, but research
shows that's not true.

96
00:03:53,020 --> 00:03:54,900
It's actually totally
normal for bilingual

97
00:03:54,900 --> 00:03:57,600
kids to mix languages
or to go quiet for

98
00:03:57,600 --> 00:03:59,480
a while, And those
are healthy signs of

99
00:03:59,480 --> 00:04:01,700
language growth. It's
not about confusion.

100
00:04:02,240 --> 00:04:05,440
So the big takeaway here
is that bilingualism

101
00:04:05,440 --> 00:04:07,960
is a strength. When
early childhood programs

102
00:04:07,960 --> 00:04:10,160
create these language
-rich, cultural

103
00:04:10,160 --> 00:04:12,260
-responsive environments,
they really help all

104
00:04:12,260 --> 00:04:14,800
children, not just
dual language learners,

105
00:04:14,940 --> 00:04:17,280
develop stronger
thinking skills,

106
00:04:17,280 --> 00:04:19,100
better social
awareness, and even a

107
00:04:19,100 --> 00:04:20,980
deeper understanding
of the world.

108
00:04:22,340 --> 00:04:25,360
Okay, so your time
to chime in here

109
00:04:25,360 --> 00:04:27,740
real quick. How have
you seen children

110
00:04:27,740 --> 00:04:30,020
show language flexibility
in the setting

111
00:04:30,020 --> 00:04:32,760
where you work?
So please share in

112
00:04:32,760 --> 00:04:34,940
the chat. You should
be able to do that

113
00:04:34,940 --> 00:04:36,720
now that we've
figured that part out.

114
00:04:36,960 --> 00:04:39,420
I think with this
number of people, let's

115
00:04:39,420 --> 00:04:41,450
just stick to the
chat for right now,

116
00:04:41,450 --> 00:04:44,520
unless we try to ask
you to come off mute

117
00:04:44,520 --> 00:04:46,840
to explain something
in more depth. But I

118
00:04:46,840 --> 00:04:48,780
know we have early
intervention providers

119
00:04:48,780 --> 00:04:50,580
on this call. I know
we also have child

120
00:04:50,580 --> 00:04:53,280
care providers, um,
possibly home visitors

121
00:04:53,280 --> 00:04:55,360
from other settings.
How, how do you

122
00:04:55,360 --> 00:04:58,560
see children being
flexible with language?

123
00:05:00,900 --> 00:05:02,120
Oh, music.

124
00:05:05,720 --> 00:05:08,280
They understand, yeah,
that there's different

125
00:05:08,280 --> 00:05:10,340
codes, right? Yeah,
that's interesting.

126
00:05:13,620 --> 00:05:16,620
Yeah, code switching
happens, the creativity

127
00:05:16,620 --> 00:05:18,900
with languages and
code switching. We're

128
00:05:18,900 --> 00:05:20,600
going to mention that
too because it is

129
00:05:20,600 --> 00:05:24,500
a very interesting
how code switching not

130
00:05:24,500 --> 00:05:28,040
only does it become a
different dialect in

131
00:05:28,040 --> 00:05:32,160
its own way if that's
what the majority of

132
00:05:32,160 --> 00:05:34,220
people use when in
bilingual environments

133
00:05:34,220 --> 00:05:36,700
but also as kids are
acquiring their first

134
00:05:36,700 --> 00:05:39,360
language they're
borrowing from the

135
00:05:39,360 --> 00:05:41,760
different codes that they
have and code switching

136
00:05:41,760 --> 00:05:44,700
is gives you insight
into that process

137
00:05:47,480 --> 00:05:49,580
students responding to
our students who maybe

138
00:05:49,580 --> 00:05:52,800
sold device users
yeah it goes to show

139
00:05:52,800 --> 00:05:54,880
how amazing their brains
are I mean we were

140
00:05:54,880 --> 00:05:56,480
just talking about all
these brain benefits

141
00:05:56,480 --> 00:05:59,200
of multilingualism and
I mean to be able to

142
00:05:59,200 --> 00:06:01,000
switch back and forth
so quickly to be able

143
00:06:01,000 --> 00:06:02,860
to adapt to all those
different circumstances

144
00:06:02,860 --> 00:06:05,200
I mean we know how
hard that is we all

145
00:06:05,200 --> 00:06:07,060
code switch in some
way or another in our

146
00:06:07,060 --> 00:06:11,120
lives that's really
amazing to hear and I've

147
00:06:11,120 --> 00:06:13,920
also seen three-year
-olds translate for

148
00:06:13,920 --> 00:06:18,380
other three-year-olds
um so that's amazing how

149
00:06:18,380 --> 00:06:21,540
that young language
they can they understand

150
00:06:21,540 --> 00:06:23,900
bilingual children
will are able to

151
00:06:23,900 --> 00:06:26,540
translate thank you thank
you for sharing that

152
00:06:28,480 --> 00:06:31,600
so let's dive into what
these linguistically

153
00:06:31,600 --> 00:06:33,900
responsive practices
actually look

154
00:06:33,900 --> 00:06:36,460
like in early childhood
uh classrooms these

155
00:06:36,460 --> 00:06:38,840
aren't extra add
-ons i don't want you

156
00:06:38,840 --> 00:06:40,720
to think about them
as extra Adams, that

157
00:06:40,720 --> 00:06:43,160
they're just essential
elements that support

158
00:06:43,160 --> 00:06:46,300
development, identity,
and learning.

159
00:06:48,320 --> 00:06:50,940
First, suggestions.
Use both English and

160
00:06:50,940 --> 00:06:53,140
home language throughout
the day. So, for

161
00:06:53,140 --> 00:06:55,360
example, during
transitions, you might say,

162
00:06:55,360 --> 00:06:57,420
let's clean up, or if
they're Spanish-speaking

163
00:06:57,420 --> 00:06:59,700
languages, you could
say, vamos a limpiar.

164
00:06:59,700 --> 00:07:01,600
So, in this way,
you're reinforcing

165
00:07:01,600 --> 00:07:04,600
vocabulary in both languages
and connecting with

166
00:07:04,600 --> 00:07:07,360
the dual language
learners emotionally, but

167
00:07:07,360 --> 00:07:10,720
also cognitively. You
can lose use bilingual

168
00:07:10,720 --> 00:07:14,060
songs, story time with
side-by-side texts,

169
00:07:14,060 --> 00:07:16,960
or sounds and labels
around the room in

170
00:07:16,960 --> 00:07:19,480
children's home
languages. You could even

171
00:07:19,480 --> 00:07:21,480
invite families to
send in their favorite

172
00:07:21,480 --> 00:07:24,960
lullabies or rhymes to
use during rest time.

173
00:07:25,900 --> 00:07:28,620
The second item here
is assessing across

174
00:07:28,620 --> 00:07:31,340
both languages. Using
total conceptual

175
00:07:31,340 --> 00:07:34,420
vocabulary, or TCV, means
that if a child knows

176
00:07:34,420 --> 00:07:36,580
the word dog in
English and in Pero, in

177
00:07:36,580 --> 00:07:39,160
Spanish, we count that
as one concept that

178
00:07:39,160 --> 00:07:42,020
they understand, not a
gap. That's especially

179
00:07:42,020 --> 00:07:43,380
important in preschool
settings where

180
00:07:43,380 --> 00:07:45,060
school readiness and
language growth are

181
00:07:45,060 --> 00:07:47,800
assessed. If we only
assess in English, we risk

182
00:07:47,800 --> 00:07:50,800
underestimating DLL's
actual knowledge.

183
00:07:51,080 --> 00:07:53,560
And this is something
that I saw recently

184
00:07:53,560 --> 00:07:57,040
in a preschool classroom
that I was observing

185
00:07:57,040 --> 00:07:58,880
for something else.
But they were doing

186
00:07:58,880 --> 00:08:01,000
some assessment
work, and they were

187
00:08:01,000 --> 00:08:04,420
looking at colors. And
they were going through

188
00:08:04,420 --> 00:08:06,080
and asking the child
to label all the

189
00:08:06,080 --> 00:08:08,360
different colors and
when and she she did

190
00:08:08,360 --> 00:08:10,240
each one in English and
then when she got to

191
00:08:10,240 --> 00:08:12,510
the last one there
was a long pause and

192
00:08:12,510 --> 00:08:14,860
she said it in Spanish
and the teacher

193
00:08:14,860 --> 00:08:16,860
confirmed that that
was the correct word in

194
00:08:16,860 --> 00:08:19,000
Spanish and she said
well you got almost all

195
00:08:19,000 --> 00:08:22,720
of them and I remember
thinking if the

196
00:08:22,720 --> 00:08:25,720
goal of the assessment
is English then that's

197
00:08:25,720 --> 00:08:27,380
accurate if the goal
of the assessment

198
00:08:27,380 --> 00:08:31,840
is colors then she
got them all right and

199
00:08:31,840 --> 00:08:33,340
so I think it's important
for us to remember

200
00:08:33,340 --> 00:08:35,520
what the goals of
our assessments are.

201
00:08:36,580 --> 00:08:38,900
And Jane, thanks
so much for that.

202
00:08:38,900 --> 00:08:40,620
You're absolutely
correct. To translate

203
00:08:40,620 --> 00:08:43,980
is written, to
interpret is verbal, non

204
00:08:43,980 --> 00:08:46,230
-written. So thank you
for that correction.

205
00:08:46,260 --> 00:08:48,260
See, we all learn
from one another

206
00:08:48,260 --> 00:08:52,060
or correct one
another in webinars.

207
00:08:52,840 --> 00:08:56,620
So the third concept
is understand the

208
00:08:56,620 --> 00:08:58,280
difference between
language difference

209
00:08:58,280 --> 00:09:01,220
and language delays.
A bilingual child

210
00:09:01,220 --> 00:09:03,860
might mix words or
have uneven vocabulary

211
00:09:03,860 --> 00:09:06,060
across languages, and
that's typical, and

212
00:09:06,060 --> 00:09:07,900
it doesn't mean they
have a disorder.

213
00:09:08,360 --> 00:09:10,220
Ongoing professional
development and

214
00:09:10,220 --> 00:09:12,240
dual language
development can help

215
00:09:12,240 --> 00:09:14,460
educators distinguish
between natural

216
00:09:14,460 --> 00:09:16,700
language learning
and true delays.

217
00:09:16,700 --> 00:09:18,980
For example, a
Burmese-speaking three

218
00:09:18,980 --> 00:09:20,860
-year-old may go quiet
when starting an

219
00:09:20,860 --> 00:09:23,160
English-speaking
center. This silent

220
00:09:23,160 --> 00:09:25,860
period is a normal
phase in language

221
00:09:25,860 --> 00:09:28,180
acquisition, and
it's not a red flag.

222
00:09:29,800 --> 00:09:32,440
Absolutely. So the
next one, if you all

223
00:09:32,440 --> 00:09:34,540
have ever heard me
present before, you know

224
00:09:34,540 --> 00:09:36,560
that family engagement
is one of my favorite

225
00:09:36,560 --> 00:09:38,560
topic areas. And this
next one is about

226
00:09:38,560 --> 00:09:40,620
building strong two-way
family partnerships.

227
00:09:40,620 --> 00:09:42,240
And when we communicate
with families

228
00:09:42,240 --> 00:09:43,960
in their preferred
language, that builds

229
00:09:43,960 --> 00:09:46,960
trust. It builds
relational trust very

230
00:09:46,960 --> 00:09:48,740
quickly. And this
might look like using

231
00:09:48,740 --> 00:09:51,240
interpretation services.
It might look like

232
00:09:51,240 --> 00:09:53,880
bilingual newsletters.
It might just look

233
00:09:53,880 --> 00:09:56,180
like asking, what name
do you use at home?

234
00:09:56,640 --> 00:09:59,180
A research study by
Delgado found that

235
00:09:59,180 --> 00:10:01,100
when schools used
families' languages

236
00:10:01,100 --> 00:10:03,400
and greetings and
updates, family engagement

237
00:10:03,400 --> 00:10:05,680
increased. There was
more volunteering,

238
00:10:05,680 --> 00:10:06,980
there was more
participation in

239
00:10:06,980 --> 00:10:09,400
events, and more
confidence in educators.

240
00:10:09,540 --> 00:10:11,800
And, you know, an example
could be as simple

241
00:10:11,800 --> 00:10:14,440
as sending home a
video message in

242
00:10:14,440 --> 00:10:17,040
Spanish or Haitian Creole
welcoming new families

243
00:10:17,040 --> 00:10:18,750
and explaining
classroom routines.

244
00:10:18,750 --> 00:10:20,640
We're not saying you
need to be fluent in

245
00:10:20,640 --> 00:10:23,060
Spanish or Haitian
Creole. But even if you

246
00:10:23,060 --> 00:10:24,920
just learned a greeting
that was part of

247
00:10:24,920 --> 00:10:28,300
that or used a translator
to have part of

248
00:10:28,300 --> 00:10:30,480
the message be in that
language, it shows

249
00:10:30,480 --> 00:10:32,200
that you are making
an effort and it shows

250
00:10:32,200 --> 00:10:34,120
respect. And again,
it builds that trust.

251
00:10:35,140 --> 00:10:38,720
And the last thing,
this slide is about

252
00:10:38,720 --> 00:10:41,480
reflecting on the
linguistic diversity

253
00:10:41,480 --> 00:10:43,860
in your own community.
So in Indiana,

254
00:10:43,860 --> 00:10:46,980
some of the top home
languages for young

255
00:10:46,980 --> 00:10:49,060
children and their
families are Spanish.

256
00:10:49,220 --> 00:10:51,920
Haitian Creole,
Burmese, especially

257
00:10:51,920 --> 00:10:55,160
Chin dialects,
Punjabi, and Arabic.

258
00:10:55,500 --> 00:10:56,640
Are these languages

259
00:10:56,640 --> 00:10:58,420
visible in
your classroom?

260
00:10:59,160 --> 00:11:02,100
Do you have books,
signs, or songs

261
00:11:02,100 --> 00:11:03,460
that reflect
these communities

262
00:11:03,460 --> 00:11:06,280
or the communities
where you live?

263
00:11:08,560 --> 00:11:10,880
When you're representing,
when there's

264
00:11:10,880 --> 00:11:13,160
representation in the
classroom, in the space,

265
00:11:13,160 --> 00:11:15,880
it really builds a
connection. So when a

266
00:11:15,880 --> 00:11:19,080
child, for example,
hears Minga Larva or

267
00:11:19,080 --> 00:11:22,250
sees their name written
in Punjabi, they

268
00:11:22,250 --> 00:11:26,510
light up because their
identity is affirmed.

269
00:11:27,020 --> 00:11:29,240
So think about
your classroom or

270
00:11:29,240 --> 00:11:31,440
center. I'm
wondering, what is one

271
00:11:31,440 --> 00:11:33,320
small way you could
make a child's

272
00:11:33,320 --> 00:11:35,460
home language more
visible tomorrow?

273
00:11:35,540 --> 00:11:37,400
If you wouldn't
mind sharing in

274
00:11:37,400 --> 00:11:39,260
the chat, I'd just
be very curious

275
00:11:39,260 --> 00:11:42,120
to learn from
your experiences.

276
00:11:42,430 --> 00:11:45,000
And if you are a home
visitor, I guess what

277
00:11:45,000 --> 00:11:46,840
I would suggest is I
know at least for early

278
00:11:46,840 --> 00:11:48,800
intervention, we try
very hard not to bring

279
00:11:48,800 --> 00:11:50,960
things in with us.
We try to use what's

280
00:11:50,960 --> 00:11:53,460
already in the family
home. So how could you

281
00:11:53,460 --> 00:11:55,760
take some of these
concepts and think about

282
00:11:55,850 --> 00:11:58,180
using what's in the
family home or even

283
00:11:58,180 --> 00:12:00,800
the language piece?
So maybe it's not that

284
00:12:00,800 --> 00:12:02,740
you're bringing in
something, but what is it

285
00:12:02,740 --> 00:12:04,980
that you could be doing
using these concepts

286
00:12:04,980 --> 00:12:09,060
that might build that
multilingual piece?

287
00:12:19,140 --> 00:12:22,160
AI has made it a lot
easier. That is true.

288
00:12:22,160 --> 00:12:24,140
Of course, AI has its
own challenges, and

289
00:12:24,140 --> 00:12:28,220
we know that human
interpretation and

290
00:12:28,220 --> 00:12:30,980
translation is going
to be the gold standard

291
00:12:30,980 --> 00:12:35,840
still, but it certainly
does help to get us

292
00:12:35,840 --> 00:12:37,620
a little way there,
especially when we

293
00:12:37,620 --> 00:12:40,740
don't have access to
those other resources.

294
00:12:44,680 --> 00:12:46,960
Yeah, Stephanie,
for a classroom,

295
00:12:46,960 --> 00:12:48,230
those are great examples.

296
00:12:48,240 --> 00:12:49,820
Food, dress, musical

297
00:12:49,820 --> 00:12:51,860
instruments,
pictures. pretend

298
00:12:59,370 --> 00:13:05,290
play absolutely that's
interesting I hadn't

299
00:13:05,290 --> 00:13:06,730
really thought about
pretend play but

300
00:13:06,730 --> 00:13:08,770
how often in pretend
play do we revert back

301
00:13:08,770 --> 00:13:12,590
to what we would expect
a family to be like

302
00:13:12,590 --> 00:13:14,970
or a kitchen experience
to be like or

303
00:13:14,970 --> 00:13:17,570
something like that
that's very interesting

304
00:13:17,810 --> 00:13:21,110
yeah even the dishes
that you may have for

305
00:13:21,110 --> 00:13:25,090
pretend play
different cultures use

306
00:13:25,090 --> 00:13:28,330
different sort of dishes
and to drink different

307
00:13:28,330 --> 00:13:34,510
beverages and yeah
respecting figures oh

308
00:13:34,510 --> 00:13:36,570
yeah understanding
the different cultural

309
00:13:36,570 --> 00:13:39,330
norms in the family
thank you mariana for

310
00:13:39,330 --> 00:13:42,830
that oh the different
utensils absolutely

311
00:13:43,620 --> 00:13:46,230
having access to that
like in the pretend

312
00:13:46,230 --> 00:13:48,510
play area are there
things in pretend play

313
00:13:48,510 --> 00:13:50,330
if you're talking
about a center or a

314
00:13:50,330 --> 00:13:53,610
classroom that you could
add to reflect that

315
00:13:53,610 --> 00:13:55,850
cultural piece to allow
that pretend play to

316
00:13:55,850 --> 00:13:57,710
happen more easily.
That's a great point.

317
00:13:58,710 --> 00:14:01,450
Okay. Stephanie shares
how they share books

318
00:14:01,510 --> 00:14:04,030
when they do their
intake meetings and

319
00:14:04,030 --> 00:14:06,310
they have some available
in other languages.

320
00:14:06,390 --> 00:14:07,850
It's wonderful.
And also it's about

321
00:14:07,850 --> 00:14:09,950
reassuring the families
that it's okay that

322
00:14:09,950 --> 00:14:12,030
they bring their
languages with them.

323
00:14:12,030 --> 00:14:14,430
Actually, it's beneficial
to the child in

324
00:14:14,430 --> 00:14:18,330
their literacy to hear
their language and

325
00:14:18,330 --> 00:14:22,690
and also have that
around in-home visits

326
00:14:22,690 --> 00:14:26,210
so familiar songs
all these wonderful

327
00:14:27,630 --> 00:14:30,330
ideas I'm really hooked
on the pretend play

328
00:14:30,330 --> 00:14:32,150
one I Jane just said
like what if you had

329
00:14:32,150 --> 00:14:34,410
some scarves in the
pretend play area so that

330
00:14:34,410 --> 00:14:36,570
you could put baby on
your back instead of

331
00:14:36,570 --> 00:14:38,570
maybe just having like
a baby carrier or a

332
00:14:38,570 --> 00:14:40,870
stroller we often have a
stroller in a classroom

333
00:14:40,870 --> 00:14:46,090
right yeah love that
Thank you for these.

334
00:14:46,990 --> 00:14:49,910
All right, we'll move.

335
00:14:50,190 --> 00:14:53,790
So this, all these
great ideas. This slide

336
00:14:53,790 --> 00:14:57,130
will focus on one
powerful but often

337
00:14:57,130 --> 00:15:00,090
overlooked strategy,
multilingual greetings.

338
00:15:01,160 --> 00:15:03,530
So these are moments
like saying good

339
00:15:03,530 --> 00:15:06,380
morning or goodbye
that are real emotional

340
00:15:06,380 --> 00:15:08,390
anchors in the day,
especially for dual

341
00:15:08,390 --> 00:15:10,890
language learners. So
greeting a child in their

342
00:15:10,890 --> 00:15:12,790
home language or
even just one word

343
00:15:12,790 --> 00:15:15,610
really signals you're
welcome here. I see you.

344
00:15:15,610 --> 00:15:17,680
You could say buenos
dias, Mateo, or

345
00:15:17,680 --> 00:15:20,410
assalamu alaikum,
Amina. Even if your

346
00:15:20,410 --> 00:15:23,590
pronunciation isn't
perfect, you ever sense a

347
00:15:23,590 --> 00:15:26,010
message of care to the
child, to the family

348
00:15:26,010 --> 00:15:28,090
and to other children,
because they're

349
00:15:28,090 --> 00:15:31,490
also learning greeting
in another language.

350
00:15:32,070 --> 00:15:34,330
And how cool is it
if a preschooler can

351
00:15:34,330 --> 00:15:36,590
correct you? Because
if you're not

352
00:15:36,590 --> 00:15:38,470
perfect, that's OK.
the kid will probably

353
00:15:38,470 --> 00:15:40,430
laugh and then tell
you how to do it

354
00:15:40,430 --> 00:15:42,390
a little bit better.
So that's kind

355
00:15:42,390 --> 00:15:44,690
of a fun learning
thing for everybody.

356
00:15:44,830 --> 00:15:48,250
Building routines into
the greeting piece

357
00:15:48,250 --> 00:15:50,950
into daily routines. So
make it part of circle

358
00:15:50,950 --> 00:15:53,810
time. Today we'll
say hello in Burmese,

359
00:15:53,950 --> 00:15:56,910
Mingal Arba, or I
probably just said that

360
00:15:56,910 --> 00:15:59,510
poorly, but or create
a language of the week

361
00:15:59,510 --> 00:16:01,570
greeting ritual with
a song that includes

362
00:16:01,570 --> 00:16:04,770
children's names or use
visuals like country

363
00:16:04,770 --> 00:16:07,810
flags or phonetic
spellings or even QR codes

364
00:16:07,810 --> 00:16:10,630
that let kids hear how
the greeting sounds.

365
00:16:10,830 --> 00:16:13,990
I know for adults
there is a little

366
00:16:14,690 --> 00:16:16,730
I don't know exactly
what it is I guess it's

367
00:16:16,730 --> 00:16:18,610
a website link you
can make where you

368
00:16:18,610 --> 00:16:20,770
speak your name and
then you can add it to

369
00:16:20,770 --> 00:16:24,330
your own signature on
your emails so that if

370
00:16:24,330 --> 00:16:26,630
you have a name that
you would like and

371
00:16:26,630 --> 00:16:28,390
I've and some people
just normalize it by

372
00:16:28,390 --> 00:16:30,870
doing it with any name
including American names

373
00:16:30,870 --> 00:16:33,730
just having that
option to hear how the

374
00:16:33,730 --> 00:16:36,630
name sounds so why not
do that for children

375
00:16:36,630 --> 00:16:39,270
as well in that in
those other contexts.

376
00:16:40,630 --> 00:16:43,350
Yeah and also invite
families to teach you

377
00:16:43,350 --> 00:16:45,910
how they greet at
home. Ask them what say

378
00:16:45,910 --> 00:16:48,330
when your child wakes
up in the morning or

379
00:16:48,330 --> 00:16:51,550
when they arrive at
grandma's house or their

380
00:16:51,630 --> 00:16:53,570
friend's house and
because this really

381
00:16:53,570 --> 00:16:56,110
creates this rich family
school connection.

382
00:16:56,150 --> 00:16:59,610
One family might say
she saw with the you

383
00:16:59,610 --> 00:17:01,030
know when they're
entering the classroom

384
00:17:01,030 --> 00:17:03,030
and then you can model
this and help other

385
00:17:03,030 --> 00:17:05,330
children learn how to
greet respectfully.

386
00:17:05,330 --> 00:17:08,370
That was my attempt at
hello in Vietnamese.

387
00:17:09,970 --> 00:17:11,330
Sounded good to me.

388
00:17:11,870 --> 00:17:14,870
Yeah. And I mean,
I love having the

389
00:17:14,870 --> 00:17:16,630
things that are built
into routines, but

390
00:17:16,630 --> 00:17:18,710
you can also think
about building like

391
00:17:18,710 --> 00:17:20,690
a language corner
in your classroom.

392
00:17:21,150 --> 00:17:23,770
And in that corner,
maybe you have posters

393
00:17:23,770 --> 00:17:25,550
of greetings in
different languages,

394
00:17:25,790 --> 00:17:27,030
family photos,

395
00:17:27,610 --> 00:17:29,510
country flags. And
this is, you know,

396
00:17:29,510 --> 00:17:30,910
it depends on the
age of the child,

397
00:17:30,910 --> 00:17:32,310
of course, you
know, what would

398
00:17:32,310 --> 00:17:34,250
make sense here.
books and audio

399
00:17:34,250 --> 00:17:36,550
recordings of songs
from home cultures.

400
00:17:36,990 --> 00:17:39,570
Children might start
to point out, you know,

401
00:17:39,570 --> 00:17:41,650
that's my grandma's
language, or that's how

402
00:17:41,650 --> 00:17:44,130
I say hello. And this
not only supports

403
00:17:44,130 --> 00:17:46,210
multilingual learners, but
it creates an inclusive

404
00:17:46,210 --> 00:17:48,050
learning environment
for all children.

405
00:17:49,530 --> 00:17:53,570
Yeah, also, it's important
to normalize code

406
00:17:53,570 --> 00:17:56,530
mixing and model
multilingual curiosity.

407
00:17:56,530 --> 00:17:58,430
So when a child, for
example, says, I want

408
00:17:58,430 --> 00:18:01,770
leche, and leche being
milk in Spanish, you

409
00:18:01,770 --> 00:18:04,750
can respond with, oh,
you want milk, leche,

410
00:18:04,750 --> 00:18:06,930
thank you for telling
me. So in that way,

411
00:18:06,930 --> 00:18:09,050
you're really building
vocabulary, you're not

412
00:18:09,050 --> 00:18:10,910
correcting them. So
you're, you're really

413
00:18:10,910 --> 00:18:13,490
celebrating what is called
this translanguaging

414
00:18:13,490 --> 00:18:16,870
as a strength and not
a mistake. Because

415
00:18:16,870 --> 00:18:19,550
even research shows that
monolingual children

416
00:18:19,550 --> 00:18:22,030
will also benefit,
they'll develop

417
00:18:22,030 --> 00:18:24,530
stronger empathy and
better emotion recognition

418
00:18:24,530 --> 00:18:27,150
when they're exposed
to diverse languages.

419
00:18:27,710 --> 00:18:29,770
And this is something
that I don't know how

420
00:18:29,770 --> 00:18:31,930
many of you, you
know, did most of your

421
00:18:31,930 --> 00:18:34,870
college or graduate
schooling a long time ago.

422
00:18:35,010 --> 00:18:37,330
But this is something
that's kind of changed

423
00:18:37,330 --> 00:18:39,490
the philosophy on
this. And we've learned

424
00:18:39,490 --> 00:18:42,490
more. And now we do
differently because of

425
00:18:42,490 --> 00:18:45,330
that. So it's okay if
this is a little bit

426
00:18:45,330 --> 00:18:46,850
of a shift. And I think
it's also something

427
00:18:46,850 --> 00:18:48,730
we have to support
families to understand,

428
00:18:48,730 --> 00:18:50,850
because I think families
are sometimes scared

429
00:18:50,850 --> 00:18:52,850
that if they allow
their child to speak the

430
00:18:52,850 --> 00:18:55,950
home language, or if
the schools encourage

431
00:18:55,950 --> 00:18:58,710
home language use too
much, that this is

432
00:18:58,710 --> 00:19:01,150
somehow holding them
back or preventing them

433
00:19:01,150 --> 00:19:03,230
from learning English.
And now that you're

434
00:19:03,230 --> 00:19:04,970
hearing that there's
good research to show

435
00:19:04,970 --> 00:19:07,570
that, no, it's in fact
helpful in terms of

436
00:19:07,570 --> 00:19:09,830
brain development and
supporting both languages,

437
00:19:09,830 --> 00:19:14,360
then we can do
differently and encourage

438
00:19:14,360 --> 00:19:17,370
that more. One thing
that I'd love to have

439
00:19:17,370 --> 00:19:19,290
you pause and think
about now, depending on

440
00:19:19,290 --> 00:19:22,470
what your professional
context is, is what's

441
00:19:22,470 --> 00:19:24,780
one home language
greeting that you might

442
00:19:24,780 --> 00:19:28,950
be able to look up and
use? Or if you already

443
00:19:28,950 --> 00:19:31,210
use the home greetings
for the families

444
00:19:31,210 --> 00:19:33,730
that speak different
languages in your

445
00:19:33,730 --> 00:19:36,710
professional world, is
there another word or

446
00:19:36,710 --> 00:19:40,610
another moment where you
could learn a word or

447
00:19:40,610 --> 00:19:43,230
a phrase that might
build that connection?

448
00:19:43,450 --> 00:19:45,290
So if you haven't
learned all the

449
00:19:45,290 --> 00:19:47,380
greetings for the
families in your

450
00:19:47,380 --> 00:19:48,970
sphere, what is a
greeting that you

451
00:19:48,970 --> 00:19:51,210
might be able to
look up and learn?

452
00:19:51,630 --> 00:19:54,450
And if you're more
advanced, then what,

453
00:19:54,450 --> 00:19:56,510
you know, what else
might be a key phrase

454
00:19:56,510 --> 00:19:59,730
or word that you'd
want to work on?

455
00:20:00,450 --> 00:20:02,450
I'd just be interested
to know what all

456
00:20:02,450 --> 00:20:05,330
different languages you
have in your sphere as

457
00:20:05,330 --> 00:20:07,570
well. So this is a good
opportunity to share

458
00:20:08,420 --> 00:20:11,150
the kiddos and families
that you work with.

459
00:20:11,830 --> 00:20:13,210
I'll give you a minute to

460
00:20:13,210 --> 00:20:14,630
think about that. Okay,

461
00:20:31,310 --> 00:20:33,270
so moving beyond
greetings, thinking

462
00:20:33,270 --> 00:20:36,630
about how to maybe
say, do you need help?

463
00:20:37,790 --> 00:20:40,030
Or some of that
social emotional,

464
00:20:40,030 --> 00:20:40,730
some of that emotional

465
00:20:40,730 --> 00:20:43,230
regulation piece,
I feel blank.

466
00:20:43,230 --> 00:20:45,330
Some of those, that's
a great one. We

467
00:20:45,330 --> 00:20:47,910
probably have that
somewhere later on,

468
00:20:47,910 --> 00:20:50,650
Mariella, but those
feelings words, yeah.

469
00:20:52,290 --> 00:20:55,730
Ooh, how to invite
parents in. So some of

470
00:20:55,730 --> 00:20:58,950
those welcoming or some
of those basics around

471
00:20:58,950 --> 00:21:02,430
that. yeah oh I love
that welcome back I

472
00:21:02,430 --> 00:21:08,510
miss you that's beautiful
yeah I guess any

473
00:21:08,510 --> 00:21:12,790
way that you are you
extend tenderness to to

474
00:21:12,790 --> 00:21:16,330
a child and you're
in you know in your

475
00:21:16,330 --> 00:21:19,490
native language in English
maybe think about it

476
00:21:19,490 --> 00:21:21,890
in the language of the
other children that

477
00:21:21,890 --> 00:21:24,180
don't have English as
their home language

478
00:21:24,180 --> 00:21:26,370
it's a good way of you
know even if it's like

479
00:21:26,370 --> 00:21:28,790
little phrases yeah I
like this you belong

480
00:21:28,790 --> 00:21:32,030
here I love that
empathy and emotions and

481
00:21:32,030 --> 00:21:34,890
consent very important
thank you for these

482
00:21:34,890 --> 00:21:37,670
words of comfort to
tell any student who may

483
00:21:37,670 --> 00:21:40,010
be anxious know that
they're okay and mom

484
00:21:40,010 --> 00:21:43,930
will get them later
yeah these ways of

485
00:21:43,930 --> 00:21:47,430
reassuring and caring and
ensuring that the child

486
00:21:47,430 --> 00:21:50,450
is safe with language
this is starting to

487
00:21:50,450 --> 00:21:53,650
feel like a lot just
just you know pick one

488
00:21:53,650 --> 00:21:56,670
to start and And then
remember that it's

489
00:21:56,670 --> 00:21:59,730
OK for you to be a
learner, too. So you don't

490
00:21:59,730 --> 00:22:01,130
have to have it
perfectly and you don't

491
00:22:01,130 --> 00:22:03,070
always have to remember
it. We now have Google

492
00:22:03,070 --> 00:22:05,850
Translate at our
fingertips on our iPads.

493
00:22:05,850 --> 00:22:08,830
And so, you know, if
we don't remember,

494
00:22:08,830 --> 00:22:10,750
we can look it up
and we can model

495
00:22:10,750 --> 00:22:12,470
how you look it up
with the kiddos.

496
00:22:12,830 --> 00:22:14,550
And that can be kind of a

497
00:22:14,550 --> 00:22:15,830
thing that you
all do together.

498
00:22:15,890 --> 00:22:17,770
Oh, like knowing
what their favorite

499
00:22:17,770 --> 00:22:19,670
animal is and learning
that is a great

500
00:22:19,670 --> 00:22:23,110
idea, Lisa. Thanks
for that. Oh, family

501
00:22:23,110 --> 00:22:26,170
photos, too, on a
bulletin board. Yeah,

502
00:22:26,790 --> 00:22:27,750
for sure.

503
00:22:28,590 --> 00:22:32,770
Thank you. Thank
you so much.

504
00:22:33,880 --> 00:22:35,730
So let's take a
closer look at

505
00:22:35,730 --> 00:22:37,750
Indiana's linguistic
landscape.

506
00:22:38,650 --> 00:22:41,570
Mariela alluded to this
a second ago. Beyond

507
00:22:41,570 --> 00:22:43,850
Spanish, which remains
the most common

508
00:22:43,850 --> 00:22:46,270
language spoken at
home after English, and

509
00:22:46,270 --> 00:22:47,790
what we did here
with the boxes is the

510
00:22:47,790 --> 00:22:49,730
bigger boxes show the
more common languages.

511
00:22:49,730 --> 00:22:51,090
That might be obvious,
but I just want

512
00:22:51,090 --> 00:22:53,210
to make sure that you
see what we did visually

513
00:22:53,210 --> 00:22:55,430
there. Our classrooms
are increasingly

514
00:22:55,430 --> 00:22:57,930
welcoming families
from Haitian, Creole,

515
00:22:58,090 --> 00:23:00,850
Burmese, including
Chin dialects,

516
00:23:00,850 --> 00:23:03,150
Punjabi, and
Arabic backgrounds.

517
00:23:03,150 --> 00:23:05,130
And these
populations reflect

518
00:23:05,130 --> 00:23:06,750
resettlement patterns
in established

519
00:23:06,750 --> 00:23:09,090
immigrant communities
across the state.

520
00:23:09,470 --> 00:23:12,430
And this diversity
isn't confined to

521
00:23:12,430 --> 00:23:15,730
Indiana's larger cities
like Indianapolis or

522
00:23:15,730 --> 00:23:18,170
Fort Wayne. rural
communities like Lambert

523
00:23:18,170 --> 00:23:20,310
County, South Bend,
Richmond, and Duak

524
00:23:20,310 --> 00:23:23,270
County also host
families, refugee

525
00:23:23,270 --> 00:23:25,430
families, and linguistic
communities that

526
00:23:25,430 --> 00:23:28,750
enrich these local
early care environments.

527
00:23:29,290 --> 00:23:30,930
And so when we know
which languages

528
00:23:30,930 --> 00:23:32,550
are present in
our classrooms, it

529
00:23:32,550 --> 00:23:34,190
helps us choose
appropriate greeting

530
00:23:34,190 --> 00:23:36,570
rituals, translated
information,

531
00:23:36,830 --> 00:23:38,130
meaningful visuals.

532
00:23:38,130 --> 00:23:40,620
For example, a provider
who worked with in

533
00:23:41,170 --> 00:23:43,210
southern Indiana
created a simple morning

534
00:23:43,210 --> 00:23:47,030
meeting poster featuring
Buenos Dias, Bonjour,

535
00:23:47,150 --> 00:23:50,630
Mingalarba, and
Sat Sri Akal, each

536
00:23:50,630 --> 00:23:52,650
phrase accompanied
by phonetic spelling

537
00:23:52,650 --> 00:23:55,450
and a flag icon. And
so that poster helped

538
00:23:55,450 --> 00:23:57,390
families experience
visibility and

539
00:23:57,390 --> 00:24:00,210
connection even
before practice began.

540
00:24:00,890 --> 00:24:03,890
Yeah, and again, these
were the top five,

541
00:24:03,890 --> 00:24:06,800
but there's also Mandarin.
There were others,

542
00:24:07,030 --> 00:24:09,470
right? But we just
had to pick the top

543
00:24:09,470 --> 00:24:12,230
five, but uh thank you
lisa for sharing that

544
00:24:12,230 --> 00:24:14,910
so in your area there's
okay look spanish

545
00:24:14,910 --> 00:24:18,550
arab punjabi mandarin
okay there's also

546
00:24:18,550 --> 00:24:22,470
haitian kriot punjabi
hakachin mariana thank

547
00:24:22,470 --> 00:24:24,930
you for sharing that
catherine's sharing that

548
00:24:24,930 --> 00:24:28,170
there's korean filipino
and spanish okay

549
00:24:32,270 --> 00:24:34,510
so these are the
languages that are spoken

550
00:24:34,510 --> 00:24:37,410
in your uh classroom
or in your program

551
00:24:37,410 --> 00:24:40,490
thanks for sharing.
Gujarati in Spanish.

552
00:24:40,650 --> 00:24:41,410
Okay.

553
00:24:42,370 --> 00:24:44,430
No, I mentioned this
at the beginning, but

554
00:24:44,430 --> 00:24:46,030
I think I'd like to
mention it one more time

555
00:24:46,030 --> 00:24:47,750
just because we had a
bunch of more people

556
00:24:47,750 --> 00:24:50,930
come in after I
mentioned it. If you are

557
00:24:50,930 --> 00:24:54,450
either someone who is
multilingual and likes

558
00:24:54,450 --> 00:24:57,250
to have two languages
for a webinar like this,

559
00:24:57,250 --> 00:24:59,430
or if you're someone
who's learning another

560
00:24:59,430 --> 00:25:02,290
language and enjoys
seeing, you know, I

561
00:25:02,290 --> 00:25:04,010
know for me, Spanish,
I often will turn on

562
00:25:04,010 --> 00:25:06,950
the subtitles in
Spanish to just hone my

563
00:25:06,950 --> 00:25:09,710
Spanish, even though
it's pretty poor. You can

564
00:25:09,710 --> 00:25:13,150
go to the three dots
on the toolbar and go

565
00:25:13,150 --> 00:25:16,910
to the language and
speech and do show live

566
00:25:16,910 --> 00:25:18,930
captions. And then you
can go to the little

567
00:25:18,930 --> 00:25:22,650
gear setting and you
can choose to translate

568
00:25:22,650 --> 00:25:25,030
the captions into other
languages. We don't

569
00:25:25,030 --> 00:25:27,290
have all the languages,
but if you would

570
00:25:27,290 --> 00:25:29,170
like to take this
opportunity to, you know,

571
00:25:29,170 --> 00:25:30,830
have your captions in
Spanish, either because

572
00:25:30,830 --> 00:25:32,790
it's helpful or because
you're learning,

573
00:25:32,790 --> 00:25:34,570
then I just wanted to
be sure that everyone

574
00:25:34,570 --> 00:25:37,690
had heard that little
tutorial. All right.

575
00:25:38,160 --> 00:25:41,500
All right. So now let's
look at some examples.

576
00:25:41,500 --> 00:25:43,390
So part of this
project was trying to

577
00:25:43,390 --> 00:25:47,530
learn from others who
are doing the work.

578
00:25:47,530 --> 00:25:50,350
So let's look at how
some of these strategies

579
00:25:50,350 --> 00:25:52,890
come to life in real
classrooms. So in

580
00:25:52,890 --> 00:25:55,110
one preschool, for
example, children use

581
00:25:55,110 --> 00:25:57,630
laminated emotion
cards. I think somebody

582
00:25:57,630 --> 00:26:00,050
mentioned about emotions,
learning emotions.

583
00:26:00,110 --> 00:26:02,510
They had the emotions
cards labeled in

584
00:26:02,510 --> 00:26:04,970
Spanish, Vietnamese, and
English because those

585
00:26:04,970 --> 00:26:08,230
were the languages
in that community. So

586
00:26:08,230 --> 00:26:10,070
when the children
would arrive, they go

587
00:26:10,070 --> 00:26:12,150
straight to the cards
and point to the one that

588
00:26:12,150 --> 00:26:14,230
reflected how they
were feeling. It's part

589
00:26:14,230 --> 00:26:15,850
of the, it became
part of their daily

590
00:26:15,850 --> 00:26:19,190
routine and it helped
even the youngest learners

591
00:26:19,190 --> 00:26:20,930
express themselves
with confidence

592
00:26:20,930 --> 00:26:24,070
because they could just
point and understand.

593
00:26:24,550 --> 00:26:26,850
And I could imagine
some really rich early

594
00:26:26,850 --> 00:26:28,570
childhood conversations
that could come

595
00:26:28,570 --> 00:26:32,390
from that too. If two
children put up happy,

596
00:26:32,390 --> 00:26:34,630
but in two different
languages, there's

597
00:26:34,630 --> 00:26:36,430
an opportunity for
a teacher to have a

598
00:26:36,430 --> 00:26:38,790
conversation about
how you're feeling the

599
00:26:38,790 --> 00:26:40,650
same way. And we can
say it in two different

600
00:26:40,650 --> 00:26:43,790
ways and to start to
build those pieces.

601
00:26:44,040 --> 00:26:46,770
In Indianapolis, we
spoke with a bilingual

602
00:26:46,770 --> 00:26:49,030
preschool teacher who
works with families

603
00:26:49,030 --> 00:26:51,770
to co-create classroom
signage. So the

604
00:26:51,770 --> 00:26:53,990
families are
contributing. Parents will

605
00:26:53,990 --> 00:26:56,310
help write and
pronounce the chin and

606
00:26:56,310 --> 00:26:58,550
English words. And
then the final product

607
00:26:58,550 --> 00:27:00,470
is not just something
that's functional

608
00:27:00,470 --> 00:27:02,570
for the classroom,
but it's also proudly

609
00:27:02,570 --> 00:27:04,530
displayed on a bulletin
board titled Our

610
00:27:04,530 --> 00:27:06,350
Languages. So there's
a little bit of that

611
00:27:06,350 --> 00:27:08,150
co-creation piece,
which is one of the

612
00:27:08,150 --> 00:27:10,410
highest ways that we
can engage families.

613
00:27:11,630 --> 00:27:14,290
Yeah, we also saw a
classroom that created

614
00:27:14,290 --> 00:27:16,570
a bilingual dramatic
play center. So

615
00:27:16,570 --> 00:27:19,010
children used both
Spanish and English

616
00:27:19,010 --> 00:27:21,070
labels for kitchen
items, and then they

617
00:27:21,070 --> 00:27:22,950
played a scavenger
hunt game to match

618
00:27:22,950 --> 00:27:24,910
the objects and the
simple idea really

619
00:27:24,910 --> 00:27:27,710
turned into weeks of
language-rich play.

620
00:27:28,810 --> 00:27:31,050
There was another
provider that shared a

621
00:27:31,050 --> 00:27:33,310
story of integrating
Haitian creole through

622
00:27:33,310 --> 00:27:36,050
music and rhythm. They
would play familiar

623
00:27:36,050 --> 00:27:38,570
lullabies during transition
times and children

624
00:27:38,570 --> 00:27:40,710
began requesting them
by name, even those

625
00:27:40,710 --> 00:27:42,530
who didn't speak the
language at home.

626
00:27:42,530 --> 00:27:45,250
So I am a huge believer,
if any of you have

627
00:27:45,250 --> 00:27:47,810
heard me or any of
our team here at the

628
00:27:47,810 --> 00:27:49,530
Early Childhood Center
talk about coaching.

629
00:27:49,530 --> 00:27:52,690
We're a big believer
in adding new practices

630
00:27:52,690 --> 00:27:54,670
into things that we are
already doing because

631
00:27:54,670 --> 00:27:56,610
you all are busy
enough. You do not need

632
00:27:56,610 --> 00:27:59,370
more things. So how
can you take something

633
00:27:59,370 --> 00:28:00,890
that you're already
doing? Like you're

634
00:28:00,890 --> 00:28:03,910
probably playing
transition songs during the

635
00:28:03,910 --> 00:28:06,730
day in a classroom
setting, right? I don't

636
00:28:06,730 --> 00:28:09,370
know if during home
visits, the music is

637
00:28:09,370 --> 00:28:12,470
part of a family's
routine or not naturally,

638
00:28:12,470 --> 00:28:15,070
but if it is, there's
a great opportunity

639
00:28:15,070 --> 00:28:18,130
there as well. So I
always get excited about

640
00:28:18,130 --> 00:28:19,990
those things. Yeah,
that's important,

641
00:28:19,990 --> 00:28:21,890
Katie, because these
shouldn't just be isolated

642
00:28:21,890 --> 00:28:24,730
efforts. They really
should be just very

643
00:28:24,730 --> 00:28:27,490
practical, joyful ways
to integrate language

644
00:28:27,490 --> 00:28:29,610
and culture into
everyday learning. So

645
00:28:29,610 --> 00:28:32,110
the beauty is that they
work in any setting,

646
00:28:32,110 --> 00:28:35,090
from large centers to
small daycares, you

647
00:28:35,090 --> 00:28:37,970
could really put it
implemented anywhere.

648
00:28:39,130 --> 00:28:42,840
So do any of those
resonate? Did any of the

649
00:28:42,840 --> 00:28:45,530
examples that we just
gave, anything sound

650
00:28:45,530 --> 00:28:47,110
good? Or do you have
an example of your

651
00:28:47,110 --> 00:28:50,190
own? um yeah Anna said
habit stacking that's

652
00:28:50,190 --> 00:28:52,350
exactly the word for
it yes we want to

653
00:28:52,350 --> 00:28:54,210
add it on to something
we're already doing

654
00:28:54,210 --> 00:28:56,930
but yeah what what is
something that that

655
00:28:56,930 --> 00:28:58,690
resonates with you
that maybe you would

656
00:28:58,690 --> 00:29:01,290
want to try or like I
said if you have another

657
00:29:01,290 --> 00:29:03,170
example that we
didn't share that has

658
00:29:03,170 --> 00:29:05,770
worked well for you in
terms of incorporating

659
00:29:05,770 --> 00:29:07,990
multilingual strategies
please share it

660
00:29:07,990 --> 00:29:10,190
and we'll learn from
each other here and

661
00:29:24,640 --> 00:29:26,920
home visitors again I
know it's a little bit

662
00:29:26,920 --> 00:29:29,000
different from a
classroom setting? Because

663
00:29:29,000 --> 00:29:31,600
in a classroom setting,
we're often adding

664
00:29:31,600 --> 00:29:33,560
things, building
things, creating things.

665
00:29:33,560 --> 00:29:35,100
And in home, you're
working with things

666
00:29:35,100 --> 00:29:37,980
they already have. But
is there a way that you

667
00:29:37,980 --> 00:29:39,880
have incorporated
language into your home

668
00:29:39,880 --> 00:29:43,360
visits that would be
instructional for us?

669
00:29:45,100 --> 00:29:47,480
Oh, practicing phonics
and rolling the

670
00:29:47,480 --> 00:29:49,200
R. Oh my gosh, I
remember trying to roll

671
00:29:49,200 --> 00:29:51,900
my R's for so long.
I could never do it.

672
00:29:53,220 --> 00:29:56,020
I even remembered
Spanish is my first

673
00:29:56,020 --> 00:29:59,240
language. I remember as
a child learning between

674
00:29:59,240 --> 00:30:01,280
five and six all of
a sudden i could roll

675
00:30:01,280 --> 00:30:04,000
my uh my r so it's
difficult for even

676
00:30:04,000 --> 00:30:07,180
children acquiring it
as their home language

677
00:30:10,400 --> 00:30:13,700
okay using visuals
i can see books

678
00:30:13,700 --> 00:30:15,120
read twice once
in each language

679
00:30:15,120 --> 00:30:17,220
that's interesting
that i like that

680
00:30:19,160 --> 00:30:20,580
start the year
with a book

681
00:30:20,580 --> 00:30:22,880
fair yeah that's
a great idea

682
00:30:24,420 --> 00:30:27,960
yeah lullaby songs
yeah lullaby songs are

683
00:30:27,960 --> 00:30:29,760
nice because that's
one where we often play

684
00:30:29,760 --> 00:30:31,820
in a classroom setting
at least we have music

685
00:30:31,820 --> 00:30:33,960
usually around rest
time so how do we

686
00:30:33,960 --> 00:30:36,160
incorporate other ones
and often we can find

687
00:30:36,160 --> 00:30:37,820
those things on I mean
it would be great to

688
00:30:37,820 --> 00:30:40,300
engage the family in
terms of what they use at

689
00:30:40,300 --> 00:30:43,420
home but also the
wide world of the web

690
00:30:43,420 --> 00:30:46,220
right we've got Spotify
and all the places is

691
00:30:46,220 --> 00:30:48,550
where we can probably
find those things oh

692
00:30:49,640 --> 00:30:51,480
my goodness you have
so there are they all

693
00:30:51,480 --> 00:30:53,640
these ideas are coming
multilingual board

694
00:30:53,640 --> 00:30:57,540
from greeting to family
members okay so they're

695
00:30:57,540 --> 00:30:59,000
using yeah you've
got boards up in the

696
00:30:59,000 --> 00:31:00,780
classroom with the
languages represented

697
00:31:00,780 --> 00:31:03,720
multilingual mystery
readers I kind of want to

698
00:31:03,720 --> 00:31:07,980
know what that is is
it that you'd invite a

699
00:31:07,980 --> 00:31:10,720
somebody to come and
read in a different oh

700
00:31:10,720 --> 00:31:13,860
okay got you yep yep
that makes sense I had

701
00:31:13,860 --> 00:31:15,660
a mom writing text
from books and home

702
00:31:15,660 --> 00:31:17,840
languages so anyone could
pick up and read the

703
00:31:17,840 --> 00:31:20,960
book wow that's cool
oh I love the happy

704
00:31:20,960 --> 00:31:23,360
birthday song it's so
true because different

705
00:31:23,360 --> 00:31:25,760
cultures different
countries have a different

706
00:31:25,760 --> 00:31:28,940
way of greeting one
on their birthday so

707
00:31:28,940 --> 00:31:33,420
that's a great idea
Stephanie shared a resource

708
00:31:33,420 --> 00:31:36,000
the books website has
many books in Spanish

709
00:31:36,000 --> 00:31:38,360
and English that are
the same book along

710
00:31:38,360 --> 00:31:40,340
with other languages
so that's if somebody

711
00:31:40,340 --> 00:31:42,480
wanted to do that
reading in one and then

712
00:31:42,480 --> 00:31:44,820
reading in the other
then they could do that

713
00:31:44,980 --> 00:31:47,360
Thanks, Stephanie.
What a great resource.

714
00:31:48,140 --> 00:31:50,740
Yeah. Hello songs,
those circle

715
00:31:50,740 --> 00:31:52,600
time songs, those
common greeting

716
00:31:52,600 --> 00:31:55,400
songs that many,
many centers use.

717
00:31:55,400 --> 00:31:58,600
Can we find one that
has some additions

718
00:31:58,600 --> 00:32:00,980
to it, right? So
again, we're habit

719
00:32:00,980 --> 00:32:02,740
stacking, as Anna said.
We're taking something

720
00:32:02,740 --> 00:32:04,360
we're already
doing, and now we're

721
00:32:04,360 --> 00:32:06,640
just adding that
extra little layer on.

722
00:32:07,000 --> 00:32:08,520
Yeah, I like that.

723
00:32:09,700 --> 00:32:11,000
All right.

724
00:32:11,860 --> 00:32:16,500
Awesome. So partying
with families, it

725
00:32:16,500 --> 00:32:20,720
really is extremely
important. So it really

726
00:32:20,720 --> 00:32:24,700
does go beyond newsletters
or an email. It's

727
00:32:24,700 --> 00:32:26,600
really about creating
these meaningful

728
00:32:26,600 --> 00:32:29,000
reciprocal relationships.
So what's one way

729
00:32:29,000 --> 00:32:31,180
you currently connect
with your families?

730
00:32:36,530 --> 00:32:39,130
Do you find yourself
general family engagement

731
00:32:39,130 --> 00:32:41,050
strategies, right?
it like yes just

732
00:32:41,050 --> 00:32:44,350
general family engagement
strategies hello songs

733
00:32:44,350 --> 00:32:46,950
with ASL yes ASL is
really important I know

734
00:32:46,950 --> 00:32:51,790
we're talking about
languages but including

735
00:32:51,790 --> 00:32:55,310
ASL American Sign
Language absolutely so

736
00:33:01,250 --> 00:33:03,210
just general family
engagement strategies

737
00:33:03,210 --> 00:33:04,990
how do you get your
families talking

738
00:33:05,170 --> 00:33:07,960
to you how do you
build the relationship

739
00:33:08,090 --> 00:33:09,930
how do you get them
into the building if

740
00:33:09,930 --> 00:33:12,450
you're in a classroom
or a program how

741
00:33:12,450 --> 00:33:14,950
do you see their
faces are you using

742
00:33:14,950 --> 00:33:16,870
different And apps, are
there some apps that

743
00:33:16,870 --> 00:33:18,790
are, you know, seem
to be working for

744
00:33:18,790 --> 00:33:21,210
communicating with
families or engaging?

745
00:33:26,500 --> 00:33:28,980
Those initial questions,
asking them about

746
00:33:28,980 --> 00:33:30,680
their favorite thing
about their child?

747
00:33:31,120 --> 00:33:32,470
Yeah, because it
shows that you

748
00:33:32,470 --> 00:33:33,860
care, you want to
know, because you

749
00:33:33,860 --> 00:33:35,220
want to connect
with the child,

750
00:33:35,220 --> 00:33:36,780
want to make it
safe, comfortable.

751
00:33:38,960 --> 00:33:41,520
And volunteering, so
asking families to

752
00:33:41,520 --> 00:33:43,660
volunteer for things.
And I do wonder,

753
00:33:43,660 --> 00:33:45,260
how do we make those
requests? And are

754
00:33:45,260 --> 00:33:47,540
those requests inclusive
of our multilingual

755
00:33:47,540 --> 00:33:49,240
families? You know,
do those go out

756
00:33:49,240 --> 00:33:52,620
in different languages
and is it clear,

757
00:33:52,780 --> 00:33:55,200
you know, what we
what we want? And

758
00:33:55,200 --> 00:33:57,180
gosh, I haven't
had the experience,

759
00:33:57,180 --> 00:33:58,120
Marlia. I don't
know if you've had

760
00:33:58,120 --> 00:34:00,180
the experience as
someone, you know,

761
00:34:00,740 --> 00:34:03,300
who for whom English
was not your first

762
00:34:03,300 --> 00:34:04,620
language, you know,
being asked to

763
00:34:04,620 --> 00:34:06,080
volunteer for something.
I feel like that's

764
00:34:06,080 --> 00:34:07,280
intimidating even
as an English

765
00:34:07,280 --> 00:34:11,260
speaker, you know, in
terms of just yikes.

766
00:34:11,700 --> 00:34:13,640
You know, that's a
that's a bigger ask for

767
00:34:13,640 --> 00:34:17,520
someone who may feel
less comfortable. And

768
00:34:17,520 --> 00:34:20,520
even volunteering, it
may have a different

769
00:34:20,520 --> 00:34:23,260
significance in a
different culture. So

770
00:34:23,260 --> 00:34:25,620
it's also about
understanding, you know,

771
00:34:25,620 --> 00:34:28,180
what is something
that the family could

772
00:34:28,180 --> 00:34:31,180
bring that is comfortable
for them or that

773
00:34:31,180 --> 00:34:33,640
it is something that
is habitually accepted

774
00:34:33,640 --> 00:34:35,700
in their community
that they can maybe

775
00:34:35,700 --> 00:34:37,640
bring into the classroom.
And it's just another

776
00:34:37,640 --> 00:34:40,020
example of engaging
and connecting and

777
00:34:40,020 --> 00:34:41,600
feeling like they're
belonging. Because

778
00:34:41,600 --> 00:34:44,220
when you're contributing
to a space, you

779
00:34:44,220 --> 00:34:46,840
can't help but feel
that you belong. If you,

780
00:34:47,000 --> 00:34:50,140
you know, for example,
a parent may have

781
00:34:50,140 --> 00:34:52,080
great building skills
and they build a

782
00:34:52,080 --> 00:34:55,320
little home for a
rabbit, a pet rabbit.

783
00:34:55,320 --> 00:34:57,560
And then the family
will see that, oh, we

784
00:34:57,560 --> 00:34:59,960
build that. Well, it
just makes everyone

785
00:34:59,960 --> 00:35:02,180
feel like they belong
a little bit more.

786
00:35:04,210 --> 00:35:05,800
Sorry, go ahead.
Oh, no, that's

787
00:35:05,800 --> 00:35:06,800
okay. Hey, I was
just saying somebody

788
00:35:06,800 --> 00:35:09,460
mentioned
Brightwheel and they

789
00:35:09,460 --> 00:35:11,220
use Google Translate
through email.

790
00:35:11,590 --> 00:35:13,960
I don't know if
any of the apps, I

791
00:35:13,960 --> 00:35:15,960
assume that some of
the apps must translate

792
00:35:15,960 --> 00:35:18,220
or have some
translation built in,

793
00:35:18,220 --> 00:35:19,700
but I'm not actually
sure about that.

794
00:35:19,700 --> 00:35:21,100
Greeting in their
language, asking

795
00:35:21,100 --> 00:35:22,820
them to help you
learn as well.

796
00:35:23,120 --> 00:35:24,940
Finding community events.

797
00:35:26,560 --> 00:35:28,620
Yeah, there's so much
that you're already

798
00:35:28,620 --> 00:35:32,040
doing when so many
important things that you're

799
00:35:32,040 --> 00:35:33,880
already doing. And,
you know, and we have

800
00:35:33,880 --> 00:35:37,390
some ideas that we've
learned from others.

801
00:35:38,400 --> 00:35:42,040
We've seen how a
classroom partner with

802
00:35:42,040 --> 00:35:44,780
families could create
classroom books. So

803
00:35:44,780 --> 00:35:47,260
we had a Somali mom
write a simple counting

804
00:35:47,260 --> 00:35:49,740
rhyme in Somali and
in English. And then

805
00:35:49,740 --> 00:35:51,960
the children illustrated
the pages. So

806
00:35:51,960 --> 00:35:54,320
that was like, you
know, like a really

807
00:35:54,320 --> 00:35:56,920
creative way of bringing
in the language, but

808
00:35:56,920 --> 00:35:59,360
also connecting the
family, the culture,

809
00:35:59,360 --> 00:36:03,260
and doing an activity
where the children

810
00:36:03,260 --> 00:36:06,000
were growing in so
many different ways.

811
00:36:06,780 --> 00:36:09,940
Yeah, and another
teacher collected common

812
00:36:09,940 --> 00:36:12,660
household words from
families. So again,

813
00:36:12,660 --> 00:36:14,220
we've got this co
-creation with the

814
00:36:14,220 --> 00:36:17,680
families in Arabic,
Burmese, and Spanish, and

815
00:36:17,680 --> 00:36:19,560
then she turned them
into laminated cards

816
00:36:19,560 --> 00:36:21,640
that the children
could use during play.

817
00:36:21,640 --> 00:36:24,560
And it gave children
agency and celebrated

818
00:36:24,560 --> 00:36:26,700
their languages in
kind of a hands-on way.

819
00:36:27,590 --> 00:36:30,120
yeah we also saw how
in one classroom a

820
00:36:30,120 --> 00:36:33,300
caregiver shared a
Haitian Creole lullaby and

821
00:36:33,300 --> 00:36:36,540
then the teacher became
started playing it

822
00:36:36,540 --> 00:36:38,520
during rest time and
then it became a class

823
00:36:38,520 --> 00:36:41,700
favorite children we
saw began humming the

824
00:36:41,700 --> 00:36:44,460
tune on their own and
families noticed that

825
00:36:45,380 --> 00:36:48,580
another classroom
the caregiver shared

826
00:36:48,580 --> 00:36:50,520
a Haitian Creole
lullaby oh nope

827
00:36:50,520 --> 00:36:52,140
that's what you just
said another one

828
00:36:52,140 --> 00:36:54,460
invited a Punjabi
grandfather and they

829
00:36:54,460 --> 00:36:56,440
visited and demonstrated
a traditional

830
00:36:57,040 --> 00:36:59,500
bangra dance. And
children not only

831
00:36:59,500 --> 00:37:01,180
learned the movements,
but also words like

832
00:37:01,180 --> 00:37:04,140
sat sri akal and
dole. And it became a

833
00:37:04,140 --> 00:37:05,740
cherished memory
and a talking point

834
00:37:05,740 --> 00:37:07,340
that the families
and the staff would

835
00:37:07,340 --> 00:37:08,840
reference throughout
the rest of the year.

836
00:37:09,540 --> 00:37:11,810
Yeah. And let's not
forget storytelling.

837
00:37:11,840 --> 00:37:14,480
One educator created
a weekly family tell

838
00:37:14,480 --> 00:37:17,260
time. I think somebody
also shared about

839
00:37:17,260 --> 00:37:19,920
the mystery reader
where parents or

840
00:37:19,920 --> 00:37:22,040
grandparents were
invited to share a story,

841
00:37:22,040 --> 00:37:23,380
whether in English
or even in their

842
00:37:23,380 --> 00:37:25,260
home language. Even
when children didn't

843
00:37:25,260 --> 00:37:27,580
understand every word,
they were captivated

844
00:37:27,580 --> 00:37:29,820
by the rhythm, the
body language, and

845
00:37:29,820 --> 00:37:32,540
just the cultural
richness of the story.

846
00:37:33,410 --> 00:37:35,680
So as you all pointed
out at the beginning,

847
00:37:35,680 --> 00:37:37,740
you're doing family
engagement activities

848
00:37:37,740 --> 00:37:41,300
already. So this is
not a matter of, again,

849
00:37:41,300 --> 00:37:43,960
brand new items. It's
like, how do you take

850
00:37:43,960 --> 00:37:46,140
some of the things
you're already doing and

851
00:37:46,140 --> 00:37:49,480
add a few little small
tweaks to it just

852
00:37:49,480 --> 00:37:51,900
to build that sense
of community and help

853
00:37:51,900 --> 00:37:54,860
families really feel
valued as collaborators

854
00:37:54,860 --> 00:37:58,980
with you as you can co
-create this sense of

855
00:37:58,980 --> 00:38:01,400
belonging and welcoming.
And then, of course,

856
00:38:01,560 --> 00:38:03,600
the more you do that,
the more the trust

857
00:38:03,600 --> 00:38:05,500
deepens, and then you
get even more back.

858
00:38:07,600 --> 00:38:10,340
So let's talk about
some of the assumptions

859
00:38:10,340 --> 00:38:12,940
that sometimes show up,
often unintentionally.

860
00:38:12,940 --> 00:38:14,340
One of the most
common is that

861
00:38:14,340 --> 00:38:16,340
children learning two
languages will get

862
00:38:16,340 --> 00:38:19,600
confused, but research
tells us the opposite.

863
00:38:19,840 --> 00:38:23,820
Dual language
exposure strengthens

864
00:38:23,820 --> 00:38:26,380
cognitive flexibility.
When a child

865
00:38:26,380 --> 00:38:28,540
says something
like, I want leche,

866
00:38:28,820 --> 00:38:30,930
they're drawing from
a rich multilingual

867
00:38:30,930 --> 00:38:33,340
toolbox, not making
a mistake. So that's

868
00:38:33,340 --> 00:38:35,120
called code switching,
and it's actually

869
00:38:35,120 --> 00:38:37,420
a sign of strong
language controlled.

870
00:38:38,360 --> 00:38:40,740
Another common
assumption is that if a

871
00:38:40,740 --> 00:38:43,640
family doesn't attend
an event or respond

872
00:38:43,640 --> 00:38:46,560
to a written note
in English that

873
00:38:46,560 --> 00:38:49,220
they may not care or
may not care to be

874
00:38:49,220 --> 00:38:51,840
involved. And, you
know, we just have

875
00:38:51,840 --> 00:38:53,380
to think through
then, well, is that

876
00:38:53,380 --> 00:38:56,120
message accessible to
them? What if they,

877
00:38:56,360 --> 00:38:58,820
yes, they could have
it translated or they

878
00:38:58,820 --> 00:39:00,320
could understand it,
but they didn't feel

879
00:39:00,320 --> 00:39:02,700
welcome or were unsure
of what the expectation

880
00:39:02,700 --> 00:39:06,220
was for the request.
When we shift our lens

881
00:39:06,220 --> 00:39:08,700
from judgment to
curiosity, we begin to ask,

882
00:39:08,700 --> 00:39:11,220
you know, what could
I do to make this more

883
00:39:12,820 --> 00:39:16,360
inclusive. So journaling
is one tool to

884
00:39:16,360 --> 00:39:19,540
reflect about some
of the preconceived

885
00:39:19,540 --> 00:39:21,440
understandings that we
have about different

886
00:39:21,440 --> 00:39:23,640
cultures, different
language groups. So

887
00:39:23,640 --> 00:39:27,320
one prompt that I
work with families and

888
00:39:27,320 --> 00:39:29,660
myself also, what
assumptions do I actually

889
00:39:29,660 --> 00:39:32,500
hold about families
who don't speak

890
00:39:32,500 --> 00:39:35,580
English? And where did
these come from and how

891
00:39:35,580 --> 00:39:37,560
can I challenge them?
How can I continue

892
00:39:37,560 --> 00:39:40,640
expanding so that I
understand the families

893
00:39:40,640 --> 00:39:42,240
from where they're
coming from and

894
00:39:42,240 --> 00:39:44,680
not from what I think
they're coming from.

895
00:39:45,280 --> 00:39:47,420
And if journaling is
something that feels

896
00:39:47,420 --> 00:39:49,100
out of reach because
you feel like you don't

897
00:39:49,100 --> 00:39:50,840
have enough hours in
the day, even just

898
00:39:50,840 --> 00:39:52,520
something like this
where you take an hour

899
00:39:52,520 --> 00:39:55,640
and you just silently
reflect as we're

900
00:39:55,640 --> 00:39:57,600
talking about how all
of this stuff relates

901
00:39:57,600 --> 00:40:00,220
to you, right? I mean,
that's that process

902
00:40:00,220 --> 00:40:02,460
of just taking a moment
and thinking about

903
00:40:02,460 --> 00:40:04,500
it overtly because
usually we're run, run,

904
00:40:04,500 --> 00:40:06,600
run, just trying to
get our things done.

905
00:40:06,880 --> 00:40:09,500
So there was a story
from an Indiana provider

906
00:40:09,500 --> 00:40:12,220
who took some time
to think about this.

907
00:40:12,220 --> 00:40:14,440
And they told us that
they used to assume that

908
00:40:14,440 --> 00:40:17,100
parents, if parents,
you know, weren't

909
00:40:17,100 --> 00:40:19,660
engaged, if they didn't
come to parent night,

910
00:40:19,660 --> 00:40:23,060
that they didn't care.
And then they started

911
00:40:23,060 --> 00:40:25,880
using WhatsApp and
voice messages. So they

912
00:40:25,880 --> 00:40:28,840
shifted from written
English texts to WhatsApp

913
00:40:28,840 --> 00:40:31,020
and voice messages in
the language of the

914
00:40:31,020 --> 00:40:33,920
families. And she's
gotten more responses

915
00:40:33,920 --> 00:40:35,780
than she ever has and
so that forced her to

916
00:40:35,780 --> 00:40:37,480
shift her assumption a
little bit right because

917
00:40:37,480 --> 00:40:40,500
if something like that
changes engagement

918
00:40:40,500 --> 00:40:43,000
then maybe was engagement
lack of engagement

919
00:40:43,000 --> 00:40:46,480
earlier wasn't about
a lack of caring yeah

920
00:40:46,480 --> 00:40:49,780
so it's just about the
engagement also doesn't

921
00:40:49,780 --> 00:40:52,330
always look the same
across cultures but

922
00:40:52,330 --> 00:40:55,260
if you're intentional
within your outreach

923
00:40:55,260 --> 00:40:57,860
and try different ways
it really does open

924
00:40:57,860 --> 00:41:00,140
the door for partnership
and trust with the

925
00:41:00,140 --> 00:41:03,860
families and so at this
point I welcome you

926
00:41:03,860 --> 00:41:05,820
to either in the chat
or you're welcome to

927
00:41:05,820 --> 00:41:08,220
do this just internally
in your head as well.

928
00:41:08,220 --> 00:41:09,980
Just take a moment to
think about, are there

929
00:41:09,980 --> 00:41:11,940
assumptions maybe
earlier in your career?

930
00:41:11,940 --> 00:41:14,200
Maybe we still
do it now. Let's,

931
00:41:14,200 --> 00:41:15,640
I mean, we know
we all have these

932
00:41:15,640 --> 00:41:17,180
things, right? So
it's, you know,

933
00:41:17,220 --> 00:41:18,600
are there things
that you've

934
00:41:18,600 --> 00:41:19,720
made assumptions
about that

935
00:41:19,720 --> 00:41:21,160
maybe you've
learned differently

936
00:41:21,740 --> 00:41:25,060
or that you now question
that you are willing

937
00:41:25,060 --> 00:41:27,600
to share here? And if
not, it's okay. You

938
00:41:27,600 --> 00:41:31,390
can just kind of share
them mentally I'm

939
00:41:31,700 --> 00:41:37,270
also kind of aware of
the time Katie um of you

940
00:41:37,280 --> 00:41:40,440
can let them just just
you know ponder that

941
00:41:40,440 --> 00:41:42,080
one and we can keep
going that's fine if

942
00:41:42,080 --> 00:41:43,780
anyone would like to
share you can certainly

943
00:41:43,780 --> 00:41:46,340
share as we go on to
the next slide yeah oh

944
00:41:57,240 --> 00:41:59,440
that's really interesting
thank you Mariana

945
00:41:59,440 --> 00:42:01,560
so Mariana worked
with a family that

946
00:42:01,560 --> 00:42:03,340
would never check the
backpack because they

947
00:42:03,340 --> 00:42:04,800
thought that was
something that belonged

948
00:42:04,800 --> 00:42:06,820
to the school and it
was not to be opened

949
00:42:06,820 --> 00:42:09,280
at home teacher was
upset because they

950
00:42:09,280 --> 00:42:10,980
would never check
the kiddo's backpack.

951
00:42:10,980 --> 00:42:12,460
Wow. That's so
interesting.

952
00:42:12,460 --> 00:42:13,400
That's really
interesting.

953
00:42:13,440 --> 00:42:17,360
And Lisa and Catherine,
that is one of the

954
00:42:17,360 --> 00:42:19,280
biggest hurdles that
I have heard and

955
00:42:19,280 --> 00:42:21,900
encountered. And I think
that is that lack of

956
00:42:21,900 --> 00:42:23,980
understanding, sometimes
on our end, but often

957
00:42:23,980 --> 00:42:26,620
on the family's end.
They think they've got

958
00:42:26,620 --> 00:42:29,440
to speed that kiddo
to English as much as

959
00:42:29,440 --> 00:42:32,240
possible. I know some
families that their

960
00:42:32,240 --> 00:42:35,820
kiddo didn't even learn.
They actually grew up

961
00:42:35,820 --> 00:42:38,420
only knowing English
because the family was

962
00:42:38,420 --> 00:42:40,740
so concerned about
speaking the native

963
00:42:40,740 --> 00:42:44,300
language that they didn't
do it around the child.

964
00:42:44,300 --> 00:42:46,380
And so that child
actually didn't learn

965
00:42:46,380 --> 00:42:49,160
their first language.
They learned English.

966
00:42:49,520 --> 00:42:52,760
And the family didn't
intend that, but they

967
00:42:52,760 --> 00:42:54,420
were so concerned
about that child

968
00:42:54,420 --> 00:42:58,280
acquiring English that
that was the outcome.

969
00:42:58,280 --> 00:43:00,720
And so I think that's
a mountain that we

970
00:43:00,720 --> 00:43:02,400
still have to climb
with education. And when

971
00:43:02,400 --> 00:43:03,980
we get to the resources,
we'll show you

972
00:43:03,980 --> 00:43:05,980
some really cool resources
that we've developed

973
00:43:05,980 --> 00:43:08,220
that may help a
little bit with that.

974
00:43:08,580 --> 00:43:10,240
Yeah, thank you.

975
00:43:11,760 --> 00:43:15,250
So, and just thinking
about culture is

976
00:43:15,250 --> 00:43:16,900
important. I don't
think we talk enough

977
00:43:16,900 --> 00:43:19,220
about culture and
how culture is really

978
00:43:19,220 --> 00:43:22,040
making what is so familiar
to you look strange

979
00:43:22,040 --> 00:43:23,560
so that you can
understand it from

980
00:43:23,560 --> 00:43:26,040
different perspectives.
So, we often think

981
00:43:26,040 --> 00:43:27,800
about culture as
something other people

982
00:43:27,800 --> 00:43:29,440
have, but culture
is something that we

983
00:43:29,440 --> 00:43:32,000
really all carry. It
is. It's the values

984
00:43:32,000 --> 00:43:35,040
that we hold, that are
shared, the beliefs,

985
00:43:35,040 --> 00:43:36,860
the everyday practices,
the shape, how

986
00:43:36,860 --> 00:43:39,160
we interact, how we
interpret the world,

987
00:43:39,240 --> 00:43:41,540
you know, and that
includes our U.S.

988
00:43:41,540 --> 00:43:43,660
white culture, which
often feels invisible

989
00:43:43,660 --> 00:43:45,920
because it is
treated as the norm.

990
00:43:46,860 --> 00:43:48,640
One way to deepen
our reflection

991
00:43:48,640 --> 00:43:50,500
is to make the
familiar strange.

992
00:43:50,520 --> 00:43:52,580
That means looking at
the things we usually

993
00:43:52,580 --> 00:43:54,360
take for granted,
like how we celebrate

994
00:43:54,360 --> 00:43:57,020
holidays, how we talk
about time, what foods

995
00:43:57,020 --> 00:44:00,080
feel normal at school
events, and seeing them

996
00:44:00,080 --> 00:44:03,120
as cultural choices,
not universal truths.

997
00:44:04,080 --> 00:44:08,120
So here's the prompt.
Think of one thing

998
00:44:08,120 --> 00:44:09,700
that reflects your
culture. It could be

999
00:44:09,700 --> 00:44:11,440
something like putting
a lot of emphasis

1000
00:44:11,440 --> 00:44:14,040
on individual achievement
or avoiding direct

1001
00:44:14,040 --> 00:44:16,440
conflict and
conversations or the foods

1002
00:44:16,440 --> 00:44:18,500
that are common at
family gatherings

1003
00:44:18,500 --> 00:44:21,400
like casseroles or
turkey at Thanksgiving.

1004
00:44:22,500 --> 00:44:24,800
Yeah, and I think
because of the time we

1005
00:44:24,800 --> 00:44:27,000
will keep going, But
we do encourage you

1006
00:44:27,000 --> 00:44:28,500
to reflect on this,
because I think it's

1007
00:44:28,500 --> 00:44:31,420
hard to have a webinar
on multicultural

1008
00:44:31,420 --> 00:44:36,180
or multilingual
access if we don't if

1009
00:44:36,180 --> 00:44:38,040
we can't recognize
that the reason we

1010
00:44:38,040 --> 00:44:39,580
don't think very much
about our own culture

1011
00:44:39,580 --> 00:44:42,020
is because it is the
dominant culture.

1012
00:44:42,340 --> 00:44:44,440
And that and that
certainly some of the

1013
00:44:44,440 --> 00:44:46,360
things we do to celebrate
our holidays are

1014
00:44:46,360 --> 00:44:49,780
pretty wild if if we
do take that step back.

1015
00:44:50,620 --> 00:44:53,100
All right, so we'll
keep going, but please

1016
00:44:53,100 --> 00:44:54,800
feel free to pop
things in the chat or

1017
00:44:54,800 --> 00:44:57,860
just reflect on that
as we move forward.

1018
00:44:58,700 --> 00:45:01,600
Okay, so we wanted to
share, and this is not

1019
00:45:01,600 --> 00:45:03,960
doing service to a
whole cultural group,

1020
00:45:03,960 --> 00:45:06,370
but we just wanted to
share a little bit about

1021
00:45:06,370 --> 00:45:10,920
different families,
Spanish-speaking, cultural

1022
00:45:10,920 --> 00:45:12,720
strength spotlight.
And so we start with

1023
00:45:12,720 --> 00:45:15,680
Spanish. So when we
think about supporting

1024
00:45:15,680 --> 00:45:17,620
our Spanish-speaking
families, it's really

1025
00:45:17,620 --> 00:45:20,300
essential to understand
the cultural value of

1026
00:45:20,370 --> 00:45:22,400
familismo. So this
is the importance of

1027
00:45:22,400 --> 00:45:25,560
family, closeness,
obligation, and this

1028
00:45:25,900 --> 00:45:28,340
interconnectedness.
So this means
that grandparents,

1029
00:45:28,340 --> 00:45:31,380
aunts, uncles, and
cousins are often key

1030
00:45:31,380 --> 00:45:34,160
players in caregiving
and child development.

1031
00:45:34,560 --> 00:45:37,260
One program invited
abuelitos or

1032
00:45:37,260 --> 00:45:39,020
grandparents to
lead circle time

1033
00:45:39,020 --> 00:45:41,360
once a month, sharing
family stories,

1034
00:45:41,360 --> 00:45:43,160
songs, or even
food traditions.

1035
00:45:43,160 --> 00:45:45,280
Not only did this
validate children's home

1036
00:45:45,280 --> 00:45:47,060
lives, but it helped
other children in the

1037
00:45:47,060 --> 00:45:49,520
classroom to learn about
Latino-Latina culture

1038
00:45:49,520 --> 00:45:51,840
through real people
and warm connection.

1039
00:45:52,800 --> 00:45:55,300
Yeah, another practice
we've seen is singing

1040
00:45:55,300 --> 00:45:58,060
simple Spanish
-language songs every

1041
00:45:58,060 --> 00:45:59,980
morning to the start
of day. And the routine

1042
00:45:59,980 --> 00:46:02,400
really can become
this joyful ritual and

1043
00:46:02,400 --> 00:46:05,320
help children associate
Spanish with belonging,

1044
00:46:05,320 --> 00:46:08,200
not just translation
or interpreting.

1045
00:46:08,220 --> 00:46:09,220
Interpretation.

1046
00:46:09,580 --> 00:46:12,060
Interpretation. In some
classrooms, teachers

1047
00:46:12,060 --> 00:46:14,360
have implemented
Quinta Quintos Fridays

1048
00:46:14,360 --> 00:46:17,240
or Storytelling
Fridays, where parents

1049
00:46:17,240 --> 00:46:18,800
or older siblings
come in and tell a

1050
00:46:18,800 --> 00:46:21,000
favorite childhood
story in Spanish. And

1051
00:46:21,000 --> 00:46:22,840
teachers report children
listening intently,

1052
00:46:22,840 --> 00:46:24,060
even if they don't
speak the language

1053
00:46:24,060 --> 00:46:26,240
because of the gestures,
the facial expressions

1054
00:46:26,240 --> 00:46:28,160
and the props and
things like that.

1055
00:46:29,120 --> 00:46:31,740
So, here's our prompt
that we wanted to

1056
00:46:31,740 --> 00:46:34,520
share with you, but
because of the time, we're

1057
00:46:34,820 --> 00:46:37,760
not going to spend
too much time, but if

1058
00:46:37,760 --> 00:46:39,800
you could share in
the chat some of the

1059
00:46:39,800 --> 00:46:42,060
cultural traditions
that your families have

1060
00:46:42,060 --> 00:46:45,620
shared with you, that
you have embraced and

1061
00:46:45,620 --> 00:46:47,780
incorporated somehow
into your classrooms.

1062
00:46:49,540 --> 00:46:52,400
All right, let's
keep going while they

1063
00:46:52,400 --> 00:46:53,920
do that, because I
want to make sure we

1064
00:46:53,920 --> 00:46:56,340
get to our resources
before we hit time.

1065
00:46:56,340 --> 00:46:58,640
Okay, so let's
explore a few culture

1066
00:46:58,640 --> 00:47:00,200
insights that may
help you connect more

1067
00:47:00,200 --> 00:47:02,860
deeply with families
from Haiti, Burma,

1068
00:47:02,860 --> 00:47:05,300
Arabic-speaking
regions, and Punjab

1069
00:47:05,300 --> 00:47:08,240
-speaking regions in
India and Pakistan.

1070
00:47:08,500 --> 00:47:10,980
In many Burmese
and Chin families,

1071
00:47:10,980 --> 00:47:12,480
children are raised
in environments that

1072
00:47:12,480 --> 00:47:15,160
value quietness and
respectful behavior.

1073
00:47:15,160 --> 00:47:17,200
One provider that we
spoke with found that

1074
00:47:17,200 --> 00:47:19,140
using gentle voices
and consistent

1075
00:47:19,140 --> 00:47:21,680
routines helped their
Chin-speaking students

1076
00:47:21,680 --> 00:47:24,740
feel safe, and they
gradually opened up.

1077
00:47:25,500 --> 00:47:27,700
During the month of
Ramadan, which is

1078
00:47:27,700 --> 00:47:29,420
the nine month of
the Islamic lunar

1079
00:47:29,420 --> 00:47:31,960
calendar observed by
Muslims worldwide,

1080
00:47:32,400 --> 00:47:34,140
Muslims abstain
from food and

1081
00:47:34,140 --> 00:47:35,980
drink from dawn
until sunset.

1082
00:47:35,980 --> 00:47:38,100
So understanding
this, 1 Indiana

1083
00:47:38,100 --> 00:47:42,160
Preschool ensures that
any activities that

1084
00:47:42,160 --> 00:47:45,560
they have in the
center do not involve

1085
00:47:45,560 --> 00:47:49,280
food or drink to be
respectful of the

1086
00:47:49,280 --> 00:47:52,600
families that
observe this holiday.

1087
00:47:52,840 --> 00:47:55,480
So that gesture actually
means a lot to the

1088
00:47:55,480 --> 00:47:57,940
families that help
create really culturally

1089
00:47:57,940 --> 00:48:00,880
sensitive space.
Those actions do that.

1090
00:48:01,080 --> 00:48:03,840
And in Haitian culture,
music is woven into

1091
00:48:03,840 --> 00:48:07,200
daily life. So a
teacher played Twa, Fua,

1092
00:48:07,200 --> 00:48:10,160
Papa and other Creole
nursery songs during

1093
00:48:10,160 --> 00:48:12,440
transition times,
helping the children

1094
00:48:12,440 --> 00:48:15,040
feel comforted and
seen. And so even again,

1095
00:48:15,040 --> 00:48:16,360
when children don't
understand all the

1096
00:48:16,360 --> 00:48:18,360
words, there's the rhythm
and the familiarity

1097
00:48:18,360 --> 00:48:20,960
that helps them
settle in and feel

1098
00:48:21,260 --> 00:48:23,960
comfortable. Yeah, and
we've also learned that

1099
00:48:23,960 --> 00:48:25,980
Punjabi families
often place great

1100
00:48:25,980 --> 00:48:29,000
importance on community
and respect and greetings.

1101
00:48:29,040 --> 00:48:32,200
Elders are greeted
with a satr sri

1102
00:48:32,200 --> 00:48:34,900
akal, which shows this
cultural understanding.

1103
00:48:34,900 --> 00:48:38,140
In one program, a
provider made a welcome

1104
00:48:38,140 --> 00:48:41,020
wall in Gurmukhi script
with translation,

1105
00:48:41,020 --> 00:48:44,400
so that Punjabi
-speaking parents could

1106
00:48:44,400 --> 00:48:46,460
notice, and they did
immediately, and it

1107
00:48:46,460 --> 00:48:47,940
really sparked
conversation. conversation.

1108
00:48:49,520 --> 00:48:51,520
Okay, we're going
to move on to the

1109
00:48:51,520 --> 00:48:54,660
next slide, where
we talk about play

1110
00:48:54,660 --> 00:48:56,000
as language practice.
And we already

1111
00:48:56,000 --> 00:48:57,720
kind of alluded
to this before.

1112
00:48:57,880 --> 00:48:58,480
Yeah.

1113
00:49:01,180 --> 00:49:03,420
Yeah, we have.
So, play is where

1114
00:49:03,420 --> 00:49:05,400
language does come
naturally. So, it's

1115
00:49:05,400 --> 00:49:06,880
a space where
children can naturally

1116
00:49:06,880 --> 00:49:08,560
express themselves
and try out

1117
00:49:08,560 --> 00:49:10,440
new words and learn
from each other.

1118
00:49:10,480 --> 00:49:12,900
So, in a dramatic play
kitchen, one child

1119
00:49:12,900 --> 00:49:14,740
said banana, while
another said banana, and

1120
00:49:14,740 --> 00:49:17,120
the teacher smiled
and echoed yes so many

1121
00:49:17,120 --> 00:49:20,140
ways to say banana and
again just little thing

1122
00:49:20,140 --> 00:49:22,060
but not it's not that
one's right and one's

1123
00:49:22,060 --> 00:49:24,190
wrong just different
ways to say it yeah

1124
00:49:24,190 --> 00:49:26,300
and another example
we saw a chin speaking

1125
00:49:26,300 --> 00:49:28,500
child who built a house
out of blocks and said

1126
00:49:28,500 --> 00:49:31,560
her home language
for house so curious

1127
00:49:31,560 --> 00:49:33,590
peers asked what it
meant and the teacher

1128
00:49:33,590 --> 00:49:35,640
encouraged them to repeat
it and the word became

1129
00:49:35,640 --> 00:49:39,300
part of the shared
play for days and so we

1130
00:49:39,300 --> 00:49:41,720
call this trans
languaging it says when

1131
00:49:41,720 --> 00:49:43,780
children naturally
blend their language to

1132
00:49:43,780 --> 00:49:45,820
communicate and make
meaning. And it's not a

1133
00:49:45,820 --> 00:49:47,500
problem needs to be
fixed. I think sometimes

1134
00:49:47,500 --> 00:49:49,440
we say, oh, well, they
didn't know the word

1135
00:49:49,440 --> 00:49:51,000
in English, so they
reverted back to their

1136
00:49:51,000 --> 00:49:53,830
old language. But this
is just translanguaging.

1137
00:49:53,830 --> 00:49:55,760
It's the natural
flow back and forth.

1138
00:49:55,760 --> 00:49:57,080
And so we don't need
to fix it. We can kind

1139
00:49:57,080 --> 00:49:58,820
of celebrate it. This
is so cool that they're

1140
00:49:58,820 --> 00:50:01,100
communicating using
two languages and

1141
00:50:01,100 --> 00:50:03,160
providing multilingual
materials like we've

1142
00:50:03,160 --> 00:50:05,340
talked about throughout
the last hour really

1143
00:50:05,340 --> 00:50:07,900
invites children to
bring their whole selves

1144
00:50:07,900 --> 00:50:10,860
to play and the rest
of the classroom yeah

1145
00:50:10,860 --> 00:50:12,880
and as educators you
really are modeling

1146
00:50:12,880 --> 00:50:15,920
curiosity you're modeling
respect and enthusiasm

1147
00:50:15,920 --> 00:50:17,880
when children use
their home languages

1148
00:50:17,880 --> 00:50:20,400
because it really does
make them feel safe

1149
00:50:21,080 --> 00:50:24,420
okay i'm gonna move us
i'm gonna move us past

1150
00:50:24,420 --> 00:50:26,860
the summary um and i'm
gonna move us to the

1151
00:50:26,860 --> 00:50:29,340
resources there are
some resources here what

1152
00:50:29,340 --> 00:50:31,320
we're gonna do is we're
gonna show you the

1153
00:50:31,320 --> 00:50:35,980
key resources on whoops
this page and i'm

1154
00:50:35,980 --> 00:50:38,500
gonna go ahead and pop
this link in the chat.

1155
00:50:38,560 --> 00:50:40,720
And we are going to
post this webinar,

1156
00:50:40,720 --> 00:50:45,530
the recording, as well
as the slides and the

1157
00:50:48,540 --> 00:50:51,200
transcript on this
website. It'll

1158
00:50:51,200 --> 00:50:53,160
give us a week or
so to do that. But

1159
00:50:53,160 --> 00:50:54,580
that will allow
you to have the

1160
00:50:54,580 --> 00:50:56,280
transcript. If you
prefer it in another

1161
00:50:56,280 --> 00:50:58,160
language, you can
make that happen.

1162
00:50:58,280 --> 00:51:00,220
You'll also have
the slides, which do

1163
00:51:00,220 --> 00:51:02,950
include some other
resources beyond this

1164
00:51:02,950 --> 00:51:04,900
page. But if you go
to this page, what

1165
00:51:04,900 --> 00:51:06,460
you'll see is that
every time you come

1166
00:51:06,460 --> 00:51:08,380
back to this page,
there's new stuff.

1167
00:51:08,760 --> 00:51:11,640
Mariella and the
team has been working

1168
00:51:11,640 --> 00:51:13,660
on a grant from the
preschool development

1169
00:51:13,980 --> 00:51:17,040
grant. It's a federal
grant that Indiana

1170
00:51:17,040 --> 00:51:18,900
received a couple years
ago, and it's wrapping

1171
00:51:18,900 --> 00:51:20,920
up in December. And
this was one of the

1172
00:51:20,920 --> 00:51:23,380
projects funded by
that. And as a result,

1173
00:51:23,380 --> 00:51:25,160
there are a whole bunch
of things coming your

1174
00:51:25,160 --> 00:51:28,160
way prior to December
that we hope will be

1175
00:51:28,160 --> 00:51:31,340
really helpful to you.
So, check back regularly

1176
00:51:31,340 --> 00:51:34,400
on that, but definitely
grab that website

1177
00:51:34,400 --> 00:51:37,320
now and, you know,
stick it, open it up,

1178
00:51:37,320 --> 00:51:42,200
stick it in an email,
and we hope that you

1179
00:51:42,200 --> 00:51:44,250
find it useful. And
then I'm going to pop

1180
00:51:44,250 --> 00:51:47,600
another link in the
chat, which is to a very

1181
00:51:47,600 --> 00:51:50,020
brief survey, and
if you complete that

1182
00:51:50,020 --> 00:51:51,720
survey, you will get a
certificate of attendance

1183
00:51:51,720 --> 00:51:54,400
for this webinar so
that you can use that

1184
00:51:54,400 --> 00:51:56,160
for your professional
development needs.

1185
00:51:56,300 --> 00:51:58,780
We have one minute
left, so just want to

1186
00:51:58,780 --> 00:52:01,720
express our appreciation
for the slow start

1187
00:52:01,720 --> 00:52:04,620
because of our newness
to Teams webinars,

1188
00:52:04,620 --> 00:52:06,190
so thank you for
your patience there,

1189
00:52:06,190 --> 00:52:08,200
and thank you for joining
us over your lunch

1190
00:52:08,200 --> 00:52:10,560
hour today to talk
about this topic.

1191
00:52:10,560 --> 00:52:12,660
There will be one more
webinar later on this

1192
00:52:12,660 --> 00:52:14,720
year that will share
new information,

1193
00:52:14,720 --> 00:52:17,940
but also on this topic,
so if this is kind

1194
00:52:17,940 --> 00:52:20,600
of your jam, then
look out for that, and

1195
00:52:20,600 --> 00:52:22,640
you can register for
that as well. Otherwise,

1196
00:52:22,640 --> 00:52:25,080
keep visiting that
multilingual page.

1197
00:52:25,080 --> 00:52:27,460
And Marielle, just
put her email in the

1198
00:52:27,460 --> 00:52:29,300
chat if you have an
interest in this topic

1199
00:52:29,300 --> 00:52:30,840
and would like to
chat with her more.

1200
00:52:30,880 --> 00:52:33,880
She knows so many things.
She also has a lit

1201
00:52:33,880 --> 00:52:35,580
review, which is not
publicly available,

1202
00:52:35,580 --> 00:52:37,920
but I bet she'd share
it with you when it's

1203
00:52:37,920 --> 00:52:40,440
ready because all kinds
of amazing research

1204
00:52:40,440 --> 00:52:42,900
in this area. So thank
you for being here

1205
00:52:42,900 --> 00:52:44,760
and have a wonderful
rest of your afternoon.

1206
00:52:45,860 --> 00:52:47,480
Have a great afternoon.

1207
00:52:47,500 --> 00:52:49,480
Thank you for
joining us today.

1208
00:52:50,460 --> 00:52:52,500
I'm going to put the
survey link in here

1209
00:52:52,500 --> 00:52:54,380
again, just so you
can see it. And then

1210
00:52:54,380 --> 00:52:56,260
we'll stay on for a
minute or two to make

1211
00:52:56,260 --> 00:52:57,880
sure that everyone
can grab that survey

1212
00:52:57,880 --> 00:53:00,100
link and get their
certificate. If you have

1213
00:53:00,100 --> 00:53:02,160
any trouble, you can
certainly email us

1214
00:53:02,160 --> 00:53:03,640
and we'll get it to
you a different way.

1215
00:53:45,210 --> 00:53:46,290
You're very welcome.