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It explains the enrollment scale of DLLs in early childhood programs and why access to preschool benefits is unequal. The review surveys research to guide educators in using children’s home language, comparing practices with English-only settings, supporting language growth in English and the home language, and partnering with families to strengthen children’s language learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dual-language-learners-effective-instruction-in-early-childhood/591448/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dual-language-learners-effective-instruction-in-early-childhood/591448.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article focus on for preschool DLL education?","Question",{"text":112,"@type":113},"It surveys research to inform educators creating learning environments for young dual language learners, organized around four key topics including home language use, practice comparisons, language development, and family involvement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do preschool DLLs differ in access to preschool benefits?",{"text":117,"@type":113},"Latino children and children of immigrants attend early education at lower rates, which reduces their access to reading and math advantages gained in the year before kindergarten.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does children’s home language play in early instruction?",{"text":121,"@type":113},"The article describes how using the home language can support growth in both English and home language skills and discusses potential benefits, as well as concerns raised in the broader bilingual education debate.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591448,1792902286,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Dual Language Learners  \nEffective Instruction in Early Childhood  \niLLUSTRATiONS BY PAUL ZWOLAK  \nBy Claude Goldenberg, Judy Hicks, and Ira Lit  \nAsthe number of English learners in K–12 public schools  \nhas increased, so too has the population of preschool  \ndual language learners, or DLLs. For preschoolers, the  \nterm dual language learners is preferred since young children are still in the midst of acquiring their first language.* More than 4 million DLLs are enrolled in early childhood programs nationally. Thirty percent of the children in Head Start and Early Head Start are DLLs.1  \nClaude Goldenberg is a professor of education at Stanford University. (To learn more about Goldenberg, turn to the author’s note on page 4.) Judy Hicks is a doctoral student in curriculum and teacher education at Stanford and a former elementary school teacher. Ira Lit is an associate professor of teaching at Stanford and the director of the Stanford Elementary Teacher Education Program. Previously, he was an elementary schoolteacher and the executive directorfor the Teachers for aNew Era initiative at Bank Street College of Education. This article is adapted with permission from Claude Goldenberg, Judy Hicks, and Ira Lit, “Teaching Young English Learners,”in Handbook of Research-Based Practice in Early Education, edited by D. Ray Reutzel (Guilford Press, 2013).  \nAlthough a large majority of preschool-age children in the United States attend some type of early education setting, Latino children and children of immigrants attend at a lower rate than do children of nonimmigrant parents.2 This is unfortunate, since children who attend preschool during the year before kindergarten have an advantage in reading and math over their peers who are not enrolled in center-based care.3 Many children who are learning English as a second language while they are gaining early proficiency in their home language are therefore disproportionately missing academic benefits that attending preschool provides.4  \nFor those DLLs who do attend an early childhood care or education setting, early educators must be informed by what research has to say about creating optimal learning environments. Concern over the achievement of this population of students has led to a large number of recent research reviews and professional publications aimed at improving preschool DLLs’ educational opportunities.5 In  \n*for discussions of terms, see the cecer-dll’s website at [http://cecerdll.fpg. unc.edu](http://cecerdll.fpg. unc.edu)[ ](http://cecerdll.fpg. unc.edu)and the ncelA’[s glossary of terms at www.ncela.gwu.edu/files/rcd/Be021775/](s glossary of terms at www.ncela.gwu.edu/files/rcd/Be021775/)[ ](s glossary of terms at www.ncela.gwu.edu/files/rcd/Be021775/)[glossary_of_terms.pdf.](glossary_of_terms.pdf.)  \n26 AMERicAN EdUcATOR | SUMMER 2013  \nthis article, we survey this growing body of research to help inform educators responsible for creating settings for our young DLLs.  \nWe organize our review of the research by addressing four key topics:  \n1. Employing children’s home language in the early childhood curriculum;  \n2. Comparing effective practices for DLLs and English speakers in English-only programs;  \n3. Promoting language development in English and the home language; and  \n4. Involving families in supporting children’s language learning.  \nSpanish interactions with their teachers were more likely to engage in more complex linguistic interactions than children who experienced only English interactions with their teachers. Teachersin classrooms where Spanish was used also tended to rate their students more positively in terms of the students’ frustration tolerance, assertiveness, and peer social skills.  \nTeachers can also use the students’ home language in various ways that support children’s learning, even when instruction is essentially in English. For example, teachers could supplement a book they are reading aloud with explanations or brief clarificationsin the ho","cbCaikVuKNUyEWvC","https://ap.wps.com/l/cbCaikVuKNUyEWvC","pdf",188300,"English","# Introduction\n## Research-based review focus\n# Employing children’s home language in the curriculum\n## Bilingual education debate and effects","[{\"question\":\"What does the article focus on for preschool DLL education?\",\"answer\":\"It surveys research to inform educators creating learning environments for young dual language learners, organized around four key topics including home language use, practice comparisons, language development, and family involvement.\"},{\"question\":\"How do preschool DLLs differ in access to preschool benefits?\",\"answer\":\"Latino children and children of immigrants attend early education at lower rates, which reduces their access to reading and math advantages gained in the year before kindergarten.\"},{\"question\":\"What role does children’s home language play in early instruction?\",\"answer\":\"The article describes how using the home language can support growth in both English and home language skills and discusses potential benefits, as well as concerns raised in the broader bilingual education debate.\"}]","Dual Language Learners - Effective Instruction in Early Childhood | PDF",1792072438]