Understanding Dual Language Learners: Definition, Support, and the Path to Biliteracy

In an increasingly globalized world, the ability to communicate in multiple languages is a valuable asset. This reality underscores the importance of understanding and supporting dual language learners (DLLs), children who are learning two or more languages simultaneously or learning a second language while continuing to develop their first language. This article delves into the definition of DLLs, explores the challenges and opportunities they face, and highlights strategies for fostering their linguistic and academic growth.

Defining Dual Language Learners

The Office of Head Start defines dual language learners as children who "acquire two or more languages simultaneously, and learn a second language while continuing to develop their first language." This definition encompasses various terms often used interchangeably, such as Limited English Proficient (LEP), bilingual, English language learners (ELL), English learners, and children who speak a Language Other Than English (LOTE). In California, the California Preschool Learning Foundations defines English learners as “children whose first language is not English and encompasses children learning English for the first time in the preschool setting as well as children who have developed various levels of English proficiency”. DLLs are typically children between the ages of 0-8 who are in the process of learning English while still learning their home language.

The Significance of Early Childhood Education for DLLs

Research suggests that high-quality early childhood education is particularly beneficial for DLLs’ early literacy, numeracy skills, and English language development. Early childhood education provides young dual language learners with early exposure to the English language, access to a rich literacy environment, and opportunities to develop their language skills through conversation and play with peers and teachers. Researchers in Georgia, which has funded a universal pre-K program for nearly 25 years, have found that while children from all backgrounds benefit from the program, those who don’t speak English at home begin the year with lower skills than their English-speaking peers, but learn at a faster rate and make large gains throughout the year.

Challenges and Barriers Faced by DLLs

Despite the well-documented long-term benefits of early learning experiences, DLLs often face barriers to accessing inclusive and high-quality early childhood education. Many DLL children participate in formal child care and high-quality early education programs at lower rates than their non-DLL peers. Additionally, research shows that the preschool enrollment of Latino children also lags behind that of African-American children. Risk factors, including lower socioeconomic status, levels of parental education, and English proficiency, often shape the experiences of DLLs.

Creating a Robust Care Infrastructure for DLL Children

Moving forward, parents, educators, and policymakers need to consider the unique needs of these children and families, and how to incorporate them into the early learning environment. The following factors should be considered in the construction of a robust care infrastructure for DLL children:

Screening and Identification

Screen and identify DLLs in the early years to ensure that they receive targeted instruction that supports their language development in English and in their home language.

Increasing Access to High-Quality Programs

Increase access to high-quality public pre-K and Head Start programs to help DLLs gain necessary school readiness and language skills. While Head Start does track DLL enrollment, only 22 state pre-K programs track these data, which makes it challenging to determine access and participation in these programs nationwide.

Improving Teacher Preparation

Improve teacher preparation to work with DLLs across all early care settings. Early care providers and teachers should receive professional development and training geared to supporting language learners, including how to support native language development and promote family engagement in their classrooms.

Supporting Bilingual Early Care Providers

Support bilingual early care providers’ career pathways to develop a robust bilingual teacher workforce. The push towards promoting bilingualism and supporting the home language in early care programs means that there will be a growing need for multilingual providers and educators.

Strategies for Supporting DLLs in Early Childhood Settings

Simply increasing DLLs’ access to these programs is not enough. Dual language learners have unique linguistic and academic needs that must be considered in the design and provision of early care and education so that they reap the maximum benefits from these experiences. Consensus is building among researchers and practitioners regarding the essential elements of DLL instruction in the early years. These include:

Instructional models that support home language development
Instructional practices that provide additional supports and are focused on DLLs’ linguistic development
Appropriate assessments (in children’s native languages to the extent possible)
Targeted, culturally responsive family engagement

The Role of Policies and Initiatives

Significant progress has been made recently in shifting narratives and policies in our state to uplift and embrace the benefits of bilingualism and supports for bilingual children. In 2016, Proposition 58, the California Education for a Global Economy Initiative, overturned nearly 20 years of English-only instruction in public schools, embracing bilingualism as a valuable asset. Additional policies such as Global California 2030, the California English Learner (EL) Roadmap, and the Master Plan for Early Learning and Care, declare biliteracy as a state goal and strongly promote multilingual learning opportunities.

The Importance of Family and Community Engagement

At Californians Together, we recognize the vital role of families and communities in a child’s education journey. We prioritize investing in high-quality programs and services that have a positive impact on children’s lives, both within and outside of school. Our commitment extends beyond academic achievement to nurturing social, emotional, physical, and cognitive growth in children. Educators, administrators, and policymakers can work with families to lower these barriers and build bridges to increase access to early care. This includes creating bilingual early education programs that support families’ native languages and acquisition of English. Programs can address informational gaps by partnering with community-based organizations that work closely with immigrant families. Localities can also create designated offices for enrolling in programs and dedicated staff to work with immigrant families.

Professional Development and Resources for Educators

Departments of Health and Human Services and Education’s recent policy statement on DLLs recommends that states revisit their Early Learning Guidelines to check their appropriateness for DLLs: “States should consider ELGs that include specific guidelines for language development in both English and children’s home language. These changes and recommendations could have significant implications for the preparation and professional development of the early childhood education and care (ECEC) workforce. One clear implication is the need for increased professional development opportunities for teachers and providers. Fresno, California, where 34 percent of kindergartners are DLLs, provides a strong example of how community collaboration can be leveraged to increase teachers’ professional growth. This training includes many of the instructional approaches emphasized by researchers in the field including support of the home language, strategies for family engagement and enhancing language development.

The Need for Bilingual Teachers and Staff

Another pressing implication is the need for more bilingual teachers and staff to work with DLLs and their families. A 2015 report by the Migration Policy Institute indicates that “less than one-quarter of the ECEC workforce speaks a language other than English” and that a large share of these multilingual workers are immigrants. Additionally, multilingual immigrant ECEC workers have lower levels of education and primarily work in home-based, family-based, or center-based settings due to a lack of credentials to work in other settings.

Read also: Neinas Academy Overview

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