This series of professional learning guides are designed to support program leaders, including education managers, as they develop practices and systems to support the full and effective participation of children who are dual language learners (DLLs) and their families. A child who is a DLL is acquiring two or more languages at the same time, or is learning a second language while continuing to develop their first language. There are three guides in this series:
- The first discusses integrating culturally and linguistically responsive practices
- The second focuses on providing intentional language support
- The third explores family engagement
Use these guides to review the latest evidence-based practices that support children who are DLLs and their families. Program leaders can also use these resources to guide their work in creating professional development plans.
Each guide is composed of six sections, including information on how to use the guide, research-based principles to support professional development, system-wide tools and approaches, and specific program practices. Resources and tools to analyze and improve program practices are embedded throughout.
Integrating Culturally and Linguistically Responsive Practices to Support Children Who Are Dual Language Learners
Explore the first of three guides designed to support program leaders. Discover ways to help program staff reflect on their own understanding and beliefs about learning and speaking more than one language.
In the second in a three-guide series, learn how to help program staff improve their intentional language support for children who are DLLs.
Use this resource to improve engagement with the families of children who are DLLs across your program. This is the third of three guides designed to support program leaders.
Resource Type: Article
National Centers: Early Childhood Development, Teaching and Learning
Last Updated: June 23, 2020