Research has found that certain skills and circumstances predict children’s success in learning to read and doing well in school. It has identified language and literacy practices that work best when teaching culturally and linguistically diverse children. This includes children who speak two or more languages, or dual language learners (DLLs). This body of research supports the Planned Language Approach (PLA).
PLA is designed to help program leaders and teachers make sound policy, curriculum, and instructional decisions. This important research is summarized in three PLA documents:
- Why Do We Need a Planned Language Approach?
- Key Research Directs Our Work
- We Have a Responsibility to Teach Children Specific Skills
- Important to Know: Dual Language Learner Facts, Figures, and Findings
- Same, Different and Diverse: Understanding Children Who Are Dual Language Learners (DLLs)
Explore additional resources that include information about research:
- Professional Learning Guides to Support Children Who Are Dual Language Learners
- Connecting Research to Practice: Tips for Working with Infants, Toddlers, and Their Families
- Dual Language Learners (DLLs) Research to Practice Briefs: Primed and Ready to Learn
- National Research Update on Practices That Support Dual Language Learners
National Centers:Early Childhood Development, Teaching and Learning
Last Updated: July 15, 2020