Promoting Equity for Young Multilingual Children and Their Families (webpage) – In this bulletin, WIDA offers ideas for taking a language-focused approach to equitable caregiving and instructional practice in ECE settings, highlights voices from the field, and offers reflection questions to help providers consider what it means to promote equity for multilingual children and their families.

WIDA (website) – Provides language development resources to those who support the academic success of multilingual learners, offering a comprehensive, research-based system of language standards, assessments, professional learning, and educator assistance. They have many resources specific to Teaching in PreK-3rd Grade.

Welcoming and Supporting Dual Language Learners (website) – A collection of resources from NAEYC to support young children who are learning a second language while continuing to develop their home language.

Head Start: Dual Language Learners (website) – This collection of resources from Head Start offers 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

¡Colorín Colorado! (website) – This bi-lingual website offers support, strategies,  and resources for parents (in thirteen languages) and teachers of multilingual learners on multiple topics.

The Multilingual Learning Toolkit (website) – An online hub of research-based key principles, instructional practices, and accompanying resources, is the result of a collaborative effort between practitioners, experts, and researchers. The key audience for this work is teachers who work with Multilingual Learner children in PreK-3rd Grade as well as program administrators and higher education faculty members.

Policy Statement on Supporting the Development of Children Who are Dual Language Learners in Early Childhood Programs  (pdf) – The purpose of this joint statement from the Departments of Health & Human Services and Education is to support early childhood programs and States by providing recommendations that promote the development and learning of young children, birth to age five, who are dual language learners (DLLs) 

English Learner Toolkit (pdf) – This tool kit from the Office of English Language Acquisition (OELA) at the U.S. Department of Education is designed to help state and local education agencies (SEAs and LEAs) in meeting their legal obligations to English Learners and in providing all ELs with the support needed to attain English language proficiency while meeting college- and career-readiness standards.  Available in multiple languages.

English Learner Family Toolkit (pdf) – This toolkit, also from OELA, was created to help families choose education services that meet their child’s needs. U.S. educators, elementary and secondary school teachers, principals, and other school staff can also share the toolkit as a resource for English learners and their families. Available in multiple languages.

Supporting Young Emergent Bilinguals: Tips from CUNY-NYSIEB (website) – This resource from CUNY-NYSIEB is meant to help you understand, educate, and advocate for this young student population. Additional translanguaging resources, guides, and links are also available on this website. 

Resources to Support the Full Participation of Young Children Who Are Dual Language Learners & Their Families (pdf) – This resource listing provides early childhood colleagues with research, evidence-based practices, tools, and strategies to support young children who are multilingual learners and their families.

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 & addresses 3 critical questions states face in order to properly identify young DLL’s & meet their needs. 

Multilingual Preschoolers (article) – This article from the Harvard Graduate School of Education shares how early childhood educators can provide a safe and nurturing environment to linguistically diverse young children. 

Updated 7/31/2024