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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.
Supporting children who are dual language learners who also have a disability or suspected delay requires intentional support. Learn to design inclusive learning experiences to support their development.
Explore resources to learn American Sign Language (ASL) signs, gain insights on the benefits of ASL for children’s development, and learn strategies for integrating ASL into your learning environments.
The PLA is a comprehensive, research-based way for early education programs to ensure optimal language and literacy services for children who speak English and for those who are dual language learners..
Young children who are dual language learners (DLLs) and those who speak English all require high-quality experiences in: Alphabet Knowledge and Early Writing; Background Knowledge; Book Knowledge and Print Concepts; Oral Language and Vocabulary; and Phonological Awareness.
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.
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.
Read this guide that includes a worksheet designed for Early Head Start and Head Start teams. It helps ensure that their screening process provides the best possible results for all children, including dual language learners (DLLs).
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 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.
HeadStart.gov
official website of the Administration for Children and Families
