Early Years: Young Dual Language Learners (DLLs)

Early Years: Young Dual Language Learners (DLLs)

As you have learned from one of the lectures in this course, it is most likely you will have students who are identified as English Learners (ELs) in your future classroom. As a (future) teacher, it is important to have a better understanding of the DLLs.

In K-12 education, the term “EL” is also used as English Language Learners (ELLs), Limited English Proficiency (LEP) or English as a Second Language (ESL). These terms have been used to describe students who are acquiring English as an additional language.

Before the Every Student Succeeds Act (ESSA), the term LEP was used at the federal level with regards to compliance issues. In other words, the term “LEP” was used in the federal law. However, the term “LEP” was also being criticized among educators because of the word “limited.” It focused on what this subpopulation cannot do instead of reinforcing what they are bringing to the classroom, society, and nation. Recent emphasis is to concentrate on asset rather deficit. The “EL” is the common term used Nevada in K-12 education. However, you will probably hear all these terms used synonymously.

What are the DLLs?

Early childhood practitioners use this term “DLL” to describe children, age birth to five years, who are acquiring two or more languages. These children are still actively acquiring their home language(s) while learning an additional language(s). In Nevada, about 40-50 percent of the PreK students in the State PreK or Early Childcare and Education Programs are identified as DLLs. Nationwide, the number of DLLs has continued to rise over the last twenty years. Some states have experienced more growths than other states. These students will become your future students unless you are majoring in the Early Childhood Program. As an educator, it is your role to promote and support your students’ learning and development to become good global citizens.

This special subpopulation is so exceptional in many ways. Therefore, to be able to support their learning or to learning activities more effectively, you will need to be aware of their unique needs, cultural background, educational goals, and family goals.

In general, young DLLs learn, develop, or acquire two more languages in two different ways: simultaneously and sequentially. “Simultaneously” means they begin to learn and develop two or more languages at the same time. “Sequentially” refers to when children learn their home language first then learn English later when they enter early childcare education program.

Supporting Home Language

As mentioned earlier, understanding and speaking two or more languages is a great asset not only for the child but for family, school, and society as well. Language development for DLLs may look different from that of monolinguals but learning two or more languages does not cause confusion or delay their learning. Research shows that fully developing two or more languages benefits DLLs so many ways.

For example, in the aspect of social emotional development, they show better self-control, better relationship with their culture, family, and community, more easily make new friends, and stronger relationships.

Regarding cognitive development, DLLs have an easier time developing cognitive flexibilities, using logic and thinking skills, and show greater attention.

One of the most important benefits is that DLLs can easily transfer their literacy knowledge from their home language to their additional language(s).

Since DLLs have been exposed to two or more cultures, they are more open-minded to learn about people from other cultures.

Families

There is no argument that parental involvement or family engagement plays a crucial role in their children’s education. Several researches have confirmed and showed the same results that family engagement is one of the most important indicators for students’ academic achievement at all ages and levels, regardless of their family racial, ethnic, educational background, and socioeconomic status.

It is impossible for a teacher or staff to be able to speak or understand all of his/her students’ home language(s). Therefore, working with families to develop best practices that encourage positive family partnership in supporting their children’s learning is significant. The common best practices include creating a welcoming environment, develop reciprocal relationships, and encourage/support their home language use.

This is just an introduction to bring to your awareness when working with the DLLs. There is so much more to learn about the DLLs.

Additional Resources

Policy Statement on Supporting DLLsLinks to an external site.

Dual Language Learners Toolki

How would you generate a welcoming classroom environment, which reflects DLL students’ background?

How could you support DLLs’ home language while facilitating English learning?

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