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Melissa Steel King, and Jennifer O’Neal Schiess  \nTable of Contents  \nClick on each title below to jump directly to the corresponding section.  \nIntroduction 4  \nOverview of Early Math Development and Learning 6  \nDemographics and Academic Outcomes of Dual Language Learners 8  \nLessons From Existing Research and Practice About Early Math  \nLearning for DLLs in the Classroom 15  \nLessons From Existing Research and Practice About Engaging  \nFamilies of DLLs in Early Math Learning 19  \nPutting Lessons Into Practice: Case Studies 24  \nMighty Math, Chicago, IL 25  \nZeno Math, Seattle, WA 29  \nGaps and Opportunities in Research, Practice, and Policy 34  \nRecommendations 38  \nEndnotes 43  \nAcknowledgments 46  \nAbout the Authors 47  \nAbout Bellwether Education Partners 47  \nIntroduction  \nAny effort to improve opportunity gaps in U.S. education must include attention to the needs of dual language learners.  \nI  \nn recent years, a new movement to raise awareness about early math learning has been growing in the U.S., driven by research showing that foundational math knowledge is more predictive of later success in school than nearly any other indicator, including  \nliteracy.1 This awareness of the importance of early math has led to an increasing focus among funders, researchers, and educators on understanding how to effectively promote development of math skills in early childhood—both in educational settings and in the home, where parents are young children’s first teachers. Supporting early math learning is particularly critical to advancing educational equity for children from low-income families and children of color, who are less likely than other students to achieve proficiency in math by fourth grade. To date, however, this emerging early math movement has included little attention to the particular needs of a specific set of early learners: dual language learners.  \nAny effort to improve opportunity gaps in U.S. education must include attention to the needs of dual language learners, defined as young children between the ages of 0 and 8 with at least one parent who speaks a language other than English at home.2 Dual language learners (DLLs) are a substantial and growing subset of early learners in the U.S. Studies show that DLLs represent more than 350 language groups, a multitude of cultural groups, and all socioeconomic levels in U.S. society, though they are more likely to live in lowincome households.  \n[ 4 ] Bellwether Education Partners  \nBuilding this knowledge base requires marrying what we already know about evidence-based practices in early  \nmath instruction with evidence-based strategies for teaching math to older English learners, along with emerging strategies for engaging families of DLLs and English learners in supporting children’s learning.  \nWhile research is clear that growing up speaking more than one language has many cognitive benefits, many DLLs are faced with socioeconomic opportunity gaps and an education system designed for monolingual students. These factors likely contribute to the disparities in early math achievement for DLLs that are evident as early as kindergarten and persist throughout the academic career and beyond. The long-term economic consequences of early disparities are particularly dire in states like California, where DLLs make up the majority of children ages 0-8;3 given that a shortage of skilled workers is predicted in California within the next five years, it is in the state’s interest to ensure all students are being served well in order to meet future workforce needs.4 These academic and economic data underscore the need to better understand how to drive early math achievement for DLLs in order to improve lifelong educational, career, and social outcomes for these young learners.  \nThis report sets out to begin addressing the gap in knowledge about effective strategies to promote ear","cbCaiuFKykKknAEq","https://ap.wps.com/l/cbCaiuFKykKknAEq","pdf",876056,48,"English","# Introduction\n## Overview of Early Math Development and Learning\n## Demographics and Academic Outcomes of Dual Language Learners\n## Lessons From Existing Research and Practice About Early Math Learning for DLLs in the Classroom\n## Lessons From Existing Research and Practice About Engaging Families of DLLs in Early Math Learning\n## Putting Lessons Into Practice: Case Studies\n## Gaps and Opportunities in Research, Practice, and Policy\n## Recommendations\n## Endnotes\n## Acknowledgments\n## About the Authors","[{\"question\":\"What are dual language learners (DLLs) in this report?\",\"answer\":\"DLLs are young children ages 0 to 8 with at least one parent who speaks a language other than English at home.\"},{\"question\":\"Why is early math learning considered important for DLLs?\",\"answer\":\"Foundational math knowledge predicts later school success, and early math disparities for DLLs begin by kindergarten and persist across their academic career.\"},{\"question\":\"What does the report aim to do?\",\"answer\":\"It synthesizes existing research and practice to identify lessons and promising practices for supporting DLLs’ early math development, then offers recommendations for research, policy, and practice.\"}]","Language Counts - Supporting Early Math Development for Dual Language Learners | PDF",1792043742,121]