Educating ELLs - Encouraging the Development and Achievement of Dual Language Learners in Early Childhood

Oct 15, 2026

Uploaded by Stanley

A dual-language learner-focused early childhood education overview explains why teachers and support staff must understand second language acquisition and apply effective, culturally responsive practices. It highlights how early exposure to a second language relates to better outcomes, why language development may differ from monolingual peers without indicating delay, and the role of home-language maintenance. Key conclusions emphasize full competence with adequate exposure, adult-led responsive interactions, and program features that intentionally use both home language and English.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages3

Reading Time8 min

AccessFree to download

Dual language learners and early language development

Early bilingualism benefits and key findings

Supporting home language maintenance

ECE program features and instructional practices

Educat ing ELLs Encouraging the Development and Achievement of Dual Language Learners in Early Childhood BY LINDA M. ESPINOSA As the population of children from birth to age 5 growing up with one or more languages other than English in the home continues to grow, and as many of these children participate in early care and education (ECE) programs, teachers and support staff will need to be prepared to work with dual language learners (DLLs)* and their families.1 Most, if not all ECE educators, will need to understand the process of second language acquisition during these early years as well as the teaching competencies and effective practices that support the healthy development, learning, and achievement of DLLs. cognitive skills, such as executive functioning. • Early exposure to a second language—before 3 years of age—is related to better language skills in the second language. • The language development of DLLsoften differs from that of monolingual children: DLLs may take longer to learn some aspects of language that differ between the two languages, and their level of English proficiency will reflect variations in the amount and quality of language input—but these differences are in most cases normal and not an indication of delay or disorder. • The cognitive, cultural, and economic benefits of bilingualism† are tied to DLLs need both systematic exposure to English and ongoing support for home language maintenance and development. The findings of Promoting the Educational Success of Children and Youth Learning English: Promising Futures,2 published by the National Academies of Sciences, Engineering, and Medicine, include the following conclusions about young children and early bilingualism: • All young children, if given adequate exposure to two languages, can acquire full competence in both languages. • Early bilingualism confers benefits such as improved academic outcomes in school, and it enhances certain Linda M. Espinosa is an emeritus professor of early childhood education at the University of Missouri– Columbia and a former member of the National Academies of Sciences, Engineering, and Medicine’s Committee on Fostering School Success for English Learners. This article is drawn from chapters 4 and 5 of the report Promoting the Educational Success of Children and Youth Learning English: Promising Futures, published in February 2017 by the National Academies of Sciences, Engineering, and Medicine, which is available online at [www.bit.ly/2nObDhP](www.bit.ly/2nObDhP). high levels of competence, including listening, speaking, reading, and writing in both languages. • DLLs should be supported in maintaining their home language in preschool and the early school years while they are learning English in order to achieve full proficiency in both languages. • Continued development of the home language during the preschool years is critical to positive language transfer and facilitates the acquisition of English. • DLLs’ language development is enhanced when adults provide frequent, responsive, and varied language interactions that include a rich array of *For more on working with dual language learners, see“Dual Language Learners: Effective Instruction in Early Childhood” in the Summer 2013 issue of American Educator, available [at www.aft.org/ae/summer2013/](at www.aft.org/ae/summer2013/)[ ](at www.aft.org/ae/summer2013/)[goldenberg_hicks_lit.](goldenberg_hicks_lit.) †For more on the benefits of bilingualism, see “Bilingual Education” in the Fall 2015 issue of American Educator, [available at www.aft.org/ae/fall2015/goldenberg_wagner](available at www.aft.org/ae/fall2015/goldenberg_wagner). diverse words and sentence types. Formost DLL families, this means they should continue to use their home language in everyday interactions, storytelling, songs, and book reading. • There is wide variation in the language competency among DLLs that is due to multiple social and cultural factors, su

FAQs

Why do early childhood educators need to understand dual language learners?

Children under age 5 increasingly grow up with languages other than English, and many participate in early care and education. Educators must understand second language acquisition and practices that support DLL development and achievement.

How does early exposure to a second language affect DLLs?

Early exposure—before age 3—is linked to better language skills in the second language. It also supports broader developmental outcomes when coupled with ongoing home-language support.

What do the recommendations say about maintaining a child’s home language?

DLLs should receive support to maintain their home language in preschool and early school years while learning English. Continued development of the home language is presented as critical for positive language transfer and English acquisition.

Oct 15, 2026

Uploaded by Stanley