Ending the Invisibility of Dual Language Learners in Early Childhood Systems: A Framework for DLL Identification. Issue Brief

Autor/inn/en	Park, Maki; Pompa, Delia
Institution	Migration Policy Institute (MPI), National Center on Immigrant Integration Policy
Titel	Ending the Invisibility of Dual Language Learners in Early Childhood Systems: A Framework for DLL Identification. Issue Brief
Quelle	(2021), (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English Language Learners; Bilingual Students; Preschool Children; Ability Identification; Early Intervention; Preschool Education; Disadvantaged Youth; Home Visits; Federal Aid; Child Care; Educational Policy; Federal Programs; State Policy; Student Evaluation; Second Language Learning; Language Proficiency; Bilingual Education; Immigrants; Family Environment; Alignment (Education); Elementary Secondary Education; Faculty Development; Cultural Relevance; Tests; Information Dissemination; United States; New York; Pennsylvania; California (Fresno) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Hausbesuch; Kinderfürsorge; Kinderbetreuung; Politics of education; Bildungspolitik; Schulnote; Studentische Bewertung; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Bilingual teaching; Bilingualer Unterricht; Immigrant; Immigrantin; Immigranten; Familienmilieu; Examination; Prüfung; Examen; Informationsverbreitung; USA
Abstract	More than 7.4 million U.S. children ages 5 and under live in a household where a language other than English is spoken by a parent or caregiver. But despite the size and growth of this Dual Language Learner (DLL) population, and these children's distinct linguistic assets and learning needs, standardized policies for identifying them and understanding how best to support them are rare. Gathering better information about DLLs--at a minimum, the number in a given program or system--is critical in order to determine whether these preschoolers are being effectively and equitably served. More robust identification procedures would also collect information on their language environments and experiences, skills in English and their home languages, and more. This issue brief sets out a framework of the most critical elements that should ideally be included in standardized, comprehensive DLL identification and tracking processes for early childhood systems. It also identifies foundational system components that would need to be in place in order to support the development and implementation of the framework, including comprehensive data systems, professional development, and culturally relevant and age-appropriate early childhood assessments and tools. [For the companion report, see ED614769.] (As Provided).
Anmerkungen	Migration Policy Institute. 1400 16th Street NW Suite 300, Washington, DC 20036. Tel: 202-266-1940; Fax: 202-266-1900; e-mail: communications@migrationpolicy.org; Web site: http://www.migrationpolicy.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01