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.
This Office of Head Start reports information on efforts to revitalize tribal languages. The report affirms the value of maintaining tribes' cultural and linguistic heritage.
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.
Making It Work is a resource that can help American Indian and Alaska Native (AIAN) early education staff meet school readiness goals. Learn how to use it while teaching traditional cultural skills, values, beliefs, and lifeways.
School readiness and school success for children who are dual language learners are tied directly to mastery of their home language. This series of handouts is designed to provide staff and families with basic information on topics related to children learning two or more languages. They emphasize the benefits of being bilingual, the importance of maintaining home language, and the value of becoming fully bilingual. These easy-to-read resources highlight important information that every adult living or working with young dual language learners should know.
Explore these resources about indigenous immigrant families and their culture.
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.
Children who are new English learners may need some additional support with classroom transitions, since they may not yet be able to understand enough English to follow your directions. The strategies below will allow you to provide dual language learners (DLLs) with ways of understanding and participating in classroom transitions that are not dependent on understanding and speaking English.