Dual Language Learners

Children who are exposed to and learning through two distinct languages

Courts, US Congress, state legislatures, state agencies

children are too often considered deficiencies; this idea needs to be challenged & changed

Young children can learn two languages at the same time well; young children can also add a 2nd language after their home language is established

executive function skills-ability to control attention & focus on tasks-working memory & inhibitory control-inhibiting one language to use the other builds working memory efficiency-mental flexibility - problem-solving; creativity; divergent thinking-Improved literacy skills, if both languages have similar systems of writing-Learning of English is not delayed/impeded by learning languages

-Different

-slower word retrieval and smaller vocabularies in both languages first

-At k entry-These strengths should be recognizes and enhanced to avoid risksStrengths-Emotion control-Getting along with others-Planning, initiating, and completing tasks while ignoring distractions

NOT

-Can no longer communicate in home language-Communication problems with extended family-Reduced academic achievement in English

-Dual language immersion-Systematic exposure to English as well as ongoing opportunity to practice home language -Recommended practices: teach songs vocab etc all in home language as well as English

-They do well-No adverse effects-Cognitive, academic, and cultural benefits

About 30

90%

Can encourage parents, volunteers, and members of the community to work with DLLs in their home language

-learn about the child from family members-display visuals of languages, cultures, & family activities of enrolled children-provide books representing enrolled children's cultures; children/parents/volunteers can help read them-ask a parent/volunteer to introduce important vocabulary & pre-read stories in children's home languages-use children's home language in the classroom; help bridge into English by using similar words in the children's home languages-use plenty of pictures, real objects, videos, & experiences to help children understand word & concept meanings

1.

Attempt to use home language to communicate2. Silent period 3. Trying out some words and phrases4. Produce original sentences

-Employ bilingual staff-Invite parents to share about their own culture-Provide information in their home language-Let families know the value of encouraging home language skills-Help parents obtain the services and support that is needed-Assess practices and make adjustments if needed

-focus on school readiness skills - language, lit, numeracy, social-emotional-opportunities for parents to observe & practice activities-provide supports & materials-some use a 2-generation approach - adult literacy, child literacy, adult-child activities

-Include practices for partnership-building with linguistically diverse families in program requirements & QRIS-Expand bilingual & cultural competence of workforce (scholarships, advising, assistance, etc)-Seek resources to support program (technical assistance)-Collect data

-child care, HS, public pre-K, & K-12 schooling have different funding, regulation, & monitoring systems-collaboration, coordination, & consistent policies are difficult to achieve & implement in such a fragmented context-early learning guidelines & Common Core Standards don't really specifically address DLLs-the 2007 reauthorization of HS brought about some policy changes through:requiring a plan to eliminate barriers to enrollment, standards requiring programs to address needs of DLLs, standards for English language development, principles regarding DLLs