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Accountability  \nUNDERSTANDING AND SUPPORTING DUAL LANGUAGE LEARNERS IN ECEAP CLASSROOMS  \nIf you would like copies of this document in an alternative format or language, please contact DCYF Constituent Relations (1-800-723-4831 | 360-902-8060, [ConstRelations@dcyf.wa.gov](ConstRelations@dcyf.wa.gov)) .  \nUNDERSTANDING AND SUPPORTING DUAL LANGUAGE LEARNERS IN ECEAP CLASSROOMS  \nCONTENTS  \nIntroduction ............................................................................................................................................................................ 1  \nBackground and Purpose .................................................................................................................................................... 1  \nData ..................................................................................................................................................................................... 2  \nPart 1: Understanding ECEAP’s Dual Language Learners........................................................................................................ 3  \nIdentifying DLLs in ECEAP .................................................................................................................................................... 3  \nA Note on Tribal DLLs .......................................................................................................................................................... 3  \nCharacteristics of DLLs Enrolled in ECEAP........................................................................................................................... 4  \nOther Characteristics of DLLs .............................................................................................................................................. 6  \nPart 2: Understanding ECEAP Classroom Language Models................................................................................................... 9  \nCharacteristics of Classroom Language Models.................................................................................................................. 9  \nClassroom Language Supports for DLLs .............................................................................................................................. 9  \nPart 3: Examining the Relationship Between CLMs and Language Outcomes for DLLs ....................................................... 10  \nAnalysis.............................................................................................................................................................................. 10  \nResults ............................................................................................................................................................................... 10  \nKey Interactions ................................................................................................................................................................ 12  \nConclusions and Recommendations ..................................................................................................................................... 13  \nIdentification of DLLs in ECEAP ......................................................................................................................................... 13  \nCharacterizing DLLs Language Backgrounds ..................................................................................................................... 13  \nUnderstanding Social Factors Impacting DLLs .................................................................................................................. 13  \nUnderstanding Benefits of CLMs with Varying Degrees of Home Language Support ...................................................... 14  \nUnderstanding the Benefit of DLL-Focused Training for All ECEAP Classroom Teachers ................................................. 14  \nUnders","cbCaifbYoENhNelK","https://ap.wps.com/l/cbCaifbYoENhNelK","pdf",1081333,17,"English","# Introduction\n## Background and Purpose\n## Data\n# Part 1: Understanding ECEAP’s Dual Language Learners\n## Identifying DLLs in ECEAP\n## Characteristics of DLLs Enrolled in ECEAP\n# Part 2: Understanding ECEAP Classroom Language Models\n## Characteristics of Classroom Language Models\n## Classroom Language Supports for DLLs\n# Part 3: Examining the Relationship Between CLMs and Language Outcomes for DLLs\n## Analysis\n## Results\n## Key Interactions\n## Conclusions and Recommendations","[{\"question\":\"How does the report define dual language learners (DLLs) in ECEAP?\",\"answer\":\"DLLs are children who live in homes where English is not the primary language, based on what a parent or guardian indicates at ECEAP enrollment.\"},{\"question\":\"What does the report cover under ECEAP classroom language models (CLMs)?\",\"answer\":\"It outlines the characteristics of CLMs and the classroom language supports used for DLLs.\"},{\"question\":\"What is examined in the relationship between CLMs and language outcomes for DLLs?\",\"answer\":\"The report analyzes the connection between CLMs and language outcomes, presents results, highlights key interactions, and concludes with recommendations.\"}]","UNDERSTANDING AND SUPPORTING DUAL LANGUAGE LEARNERS IN ECEAP CLASSROOMS - A Guide for Educators | PDF",1792062184,43]