These resources offer information and guidance on the needs of children who are acquiring two or more languages at the same time or are learning a second language while developing their first. Besides dual language learner (DLL), other terms that resources may use when referring to these children include bilingual, English language learner (ELL), Limited English Proficient (LEP), English leaner, and children who speak a Language Other Than English (LOTE).
The Policy Statement on Supporting the Development of Children Who Are Dual Language Learners in Early Childhood Programs provides recommendations to early childhood programs that promote the development and learning of young children who are DLLs. It also provides support for language revitalization efforts within tribal early childhood programs.
Find related DLL program assessment resources.
One-third of the children in Head Start programs are dual language learners (DLLs) who are learning English while also learning their home language. Virtually all of these children will code switch. In other words, they mix two or more languages in the same sentence while speaking. It is important that teachers, home visitors, and other staff understand what code switching is, the role it plays in language development, and how to respond to it.
Watch this presentation about the Planned Language Approach support to planning and implementing high-quality language and early literacy services in all classrooms and for all children.
Research has found that certain skills and circumstances predict children’s success in learning to read and doing well in school. It has identified language and literacy practices that work best when teaching culturally and linguistically different children. This includes children who speak two or more languages, or dual language learners (DLLs). This body of research supports the Planned Language Approach (PLA).
Children communicate so much through their behavior. Teachers and caregivers will find this article useful in identifying strategies for working with dual language learners exhibiting challenging behaviors.
Caregivers and teachers, even when they do not know the home language of children, can use a number of effective strategies throughout the day to support the children’s English language development.
Learn how to gather and use the funds of knowledge for children and families in the classroom. This approach will help staff ensure culturally relevant programming.
Find tips classroom staff and home visitors can use when they do not speak the languages of the children in their care.
Babies are born “citizens of the world.” Children can tell the difference between all the sounds in all the world’s languages at birth.
For an adult, trying to learn a second language can be a difficult task. Young children have a much easier time learning languages than adults. They learn language by having ample opportunities to hear speech from adults and peers.
Children who speak home languages other than English make up at least one third of Head Start enrollment. They speak more than 140 languages and are enrolled in 87 percent of all Head Start programs. All Head Start staff, and policy makers will want to understand what these young dual language learners (DLLs) need in order to thrive in Head Start and beyond. They will also want to know how to support DLL’s development and school readiness skills.