7.3: Programs and Teachers Support Dual Language Learning

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Programs and families with dual language learners are critical to children’s language development as the sheer amount of words children hear and the richness of the speech they hear is strongly linked to their future language and literacy abilities. Thus, it is critical that programs communicate to families with dual language learners the importance of speaking to children in their home language and suggest that families seize as many opportunities as possible to engage children in conversation. Parents need to help families understand the importance of dual language learning concepts in their home language and engaging in extended language interactions in their home language. In addition, preschool programs can provide families with dual language learners with the necessary provisions and resources to teach new concepts at home in dual language learners’ first language.

Home Language

Programs

Collaborate with families and colleagues to provide a variety of ways throughout the program for young dual language learners and their families to participate.
Model one-on-one, group, and unstructured peer-to-peer activities.
Collaborate with families and colleagues to design an educational program
that incorporates each child’s home language(s).
Encourage families, colleagues, and community members to use children’s home languages and provide training or support as needed.
Conduct ongoing evaluation of programmatic support for children’s home language(s) and use data to guide program improvements.

Teachers

Assist in offering a variety of developmentally appropriate, individually meaningful, and culturally responsive ways for young dual language learners to participate in the group (CDE 2009).
Work with colleagues to create various opportunities for young dual language learners and their families to participate in the group throughout the day.
Demonstrate understanding that the early education setting is often the first place where young dual language learners encounter English and that honoring each child’s home language fosters positive social–emotional development and the child’s development and learning in all other areas.
Support home language development.
Plan with families, colleagues, community members, and others who support children’s development and learning.
Incorporate practices that honor the role of the home language as a vital foundation in English-language development.^{^[3]}

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[3] California Preschool Program Guidelines by the California Department of Education is used with permission (pg. 135-139)