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Dual Language Learners
It is important for Dual Language Learners (DLLs), along with their families, to feel welcomed and supported. This month's newsletter is dedicated to exploring how to create a welcoming environment for DLLs and their families, with a special emphasis on supporting children who are DLLs with disabilities.
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Welcoming Dual Language Learners
This article from NAEYC stresses the importance of fostering a welcoming environment for children and families from all cultures and who speak different languages. It outlines some quick tips to help support young DLLs. Some tips include: finding out what languages are spoken by children in your classroom, stocking bookshelves with bilingual and wordless picture books, and adding labels that reflect the represented languages.
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Disabilities Dialogue Webinar
This webinar, Supporting Children with Disabilities Who Are Also Dual Language Learners, presents myths and facts about children with disabilities who are also DLLs, as well as ways to support them. Listen as presenters share high-quality screening practices to determine if a child who is a DLL needs further evaluation. Explore teaching practices for promoting engagement once a child has been identified as having a disability.
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DLLs and ELs with Disabilities
Approximately 9% of children who are DLLs and English learners (ELs) also have disabilities. Learn about the nature of bilingualism and how it intersects with early intervention services in this 16-minute video by international expert Fred Genesee. Additionally, you can download a PDF fact sheet that covers myths and facts associated with DLLs who have disabilities as well as best practices for identification and evaluation.
Consider asking your students: what are the harms associated with the myth that parents should stop using the home language to maximize children’s chances of learning the predominant language?
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Relevant NAEYC Standards
This newsletter covered DLL concepts which has relevance to the following NAEYC standards:
- Standard 1 (Relationships): The program promotes positive relationships among all children and adults. It encourages each child’s sense of individual worth and belonging as part of a community.
- Standard 3 (Teaching): The program uses developmentally, culturally, and linguistically appropriate and effective teaching approaches that enhance each child’s learning and development in the context of the curriculum goals.
- Standard 7 (Families): The program establishes and maintains collaborative relationships with each child’s family to foster children’s development in all settings.
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DEC Recommended Practices
The DEC Recommended Practices includes a domain on instruction, assessment, and family.
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