Diversity: Dual Language Learners

The Early Dual Language Learner Initiative (EDLLI) provides resources, professional development, and technical assistance to community partners regarding culturally and linguistically responsive practices for children, birth through 5. This cross sector group collaborates with other state initiatives including WI Model Early Learning Standards, Preschool Options Project and WI Pyramid Model for Social Emotional Competence.

Facts and Tips Series (docx)
This series includes information and practical tips for working with young dual language learners and their families. Available in both English and Spanish.

Training about Dual Language Learners
Online Modules (website) - WIDA has developed several web-based modules that support the early care & education community in their work with dual language learners (DLLs), age 2.5 to 5.5 years, and their families. You have opportunities within each module to interact with content and apply it to your practice. After completing each 1-hr module, you can receive a certificate of completion. Further information and step-by-step registration instructions are available at http://go.wisc.edu/246m5f.

Master Cadre Trainers List (pdf) updated 2/22/17 - Looking for training about supporting dual language learners (DLLs), age 2.5-5.5 years, and their families? Contact any professionals on the list of Master Cadre trainers - Each one of them has successfully completed the Master Cadre program, a training-of-trainers offered by WIDA Early Years.

We would like to thank Ruth A. Reinl for her work in developing these materials and the EDLLI Advisory Committee in reviewing all materials.

Resources

WIDA Early Years - (website) has developed standards for early language development and provides supporting resources on their website.

NEW! Resources to Support the Full Participation of Young Children Who Dual Language Learners & Their Families (pdf) -This toolkit provides early childhood colleagues with evidence-based practices, tools, and strategies to support young children who are Dual Language Learners (DLLs) and their families. Despite a slight emphasis on Vermont, it is broadly applicable for practitioners and others across the country.

Identifying Young Dual Language Learners: State Policies, Home Language Surveys, and Language Proficiency Assessments, 2017 (pdf) - This brief examines state policies requiring the identification of DLLs in Pre-K, reviews current practices in home language surveys and language proficiency assessments, and address 3 critical questions states face in order to properly identify young DLL's and meet their needs.

Dual Language Learners: Research Informing Policy - (pdf) a report from the Frank Porter Graham Center on Early Care and Education Research related to Dual Language Learners (2013)

OSEP Spanish Glossary of Special Education Terms - (webpage) a useful resource for districts to ensure consistency among interpretation and translation services related to IEP meetings and documents

Office of Head Start National Center on Cultural and Linguistic Responsiveness - (website) provides research-based information, practices and strategies to ensure optimal academic and social progress for linguistically and culturally diverse children and their families. The center provides culturally responsive, user-friendly materials and training to promote strong language and literacy skills in children’s home language and in English.

Where We Stand on Responding to Linguistic and Cultural Diversity - (pdf) Position statement by the National Association for the Education of Young Children (NAECY) 2009

Where We Stand on Assessing Young English Language Learners - (pdf) Position statement by the National Association for the Education of Young Children (NAEYC) 2009

Understanding the Impact of Language Differences on Classroom Behavior - (webpage) Center on the Social and Emotional Foundations for Early Learning Brief by R. M. Santos, M. M. Ostrosky

Updated 10/17/2017