Ms. Gutiérrez’ s and Ms. Anna’ s preschool class is embarking on a study of trees. In previous lessons, children have learned about habitats and organisms’ basic needs; now, they are working to understand how trees can be sources of food, shelter, and resources used in daily life.
Noticing their interest in the animals they spot on a nearby tree, the teachers ask an initial question—“¿ Quién vive en los árboles del patio?( Who lives in our backyard trees?)”— to generate children’ s wonderings. Ms. Gutiérrez passes out tools for children’ s investigations( a magnifying lens and self-made binoculars) and asks them to carefully examine the tree and the organisms on or near it. She also asks them to collect five loose parts( twigs, seeds, leaves, rocks) in a paper bag and bring them to the classroom for further discussion. Before leaving, she pairs the children and asks them to review the investigation’ s steps:“ First, we need to gather our observation tools. Next, we will examine the tree and organisms around it, investigating who lives there. Finally, we will collect five loose parts.”
As the children near the trees, Ms. Gutiérrez and Ms. Anna listen as they engage in their task:
Jamie: First, we need to observe, Emilio! Give me the bag.
Emilio: Encontré una cochinilla.( I found a roly-poly.)
Ms. Gutiérrez: Remember that we are taking turns. Emilio, make sure to collect one loose part and then give the bag to Jamie. He is your partner.
Working from a theme or topic allows children to assimilate and gain a deeper understanding of concepts across a curriculum( NAEYC, n. d.; Smallwood 2002). Aligning explorations of nature and children’ s own interests helps to shape activities in meaningful ways.
Ms. Gutiérrez and Ms. Anna used three linguistically responsive practices as their class immersed itself into a sensory, concrete experience in nature. These provide vital language support for emergent bilingual learners and include( Rowe et al. 2016; Arreguín-Anderson & Alanís 2019)
› Using open-ended questions: This invites children to draw from their personal experiences and prior knowledge, fostering connections between their home and second languages and enhancing biliteracy development.
› Introducing vocabulary through contingent responses: This practice involves introducing new words when children have access to cues( visual, concrete) that help reveal their meaning and promote discussion. By supporting expression in both languages, contingent responses open up space for oral language development and deeper literacy development.
› Supporting partner-based conversations: When children have opportunities to practice language in meaningful contexts with each other, they build vocabulary, grammar, and confidence in both languages to support biliteracy. This practice includes using sentence stems to help children share what they are thinking and learning.
Linguistically Responsive Teaching Practices
Open-Ended Questions Contingent Responses Partner-Based Conversations
“ What have you observed in your previous visits to the oak trees?”
“ Why are these trees special to you?”
“ I see that you found some acorns on the ground. Do you notice the perfectly round holes on them? What do you think made the miniscule holes?”
“ How many squirrels were near the tree devouring the acorns?”
“ Share your magnifying lens and your binoculars with your partner. Make sure to tell them about your findings.”
“ Decide with your partner:‘ What five items will you collect and why?’ Say:‘ I will collect ____.’”
10 Young Children
Summer 2025