The Importance of Supporting Dual Language Learners
By: Lori Vigeant – NH Early Childhood Educator, Nashua School District and Kim Chouinard – NH Early Childhood Educator, Merrimack School District, EC-SEAT Scholars
FACTS TO KNOW
- They will help make up a large portion of America’s diverse workforce when they grow up.
- When their language is supported and they are able to become proficient in both languages.
- Help support our dual language learners grow up to meet their true potential!
PREPARING AND SUPPORTING DUAL LANGUAGE LEARNERS
"Dual language learner (DLL) means a child who is acquiring two or more languages at the same time, or a child who is learning a second language while continuing to develop their first language. The term "dual language learner" may encompass or overlap substantially with other terms frequently used, such as bilingual, English language learner (ELL), Limited English Proficient (LEP), English learner, and children who speak a Language Other Than English (LOTE)".
New Hampshire’s demographics, like many other states are shifting; minorities now represent 8% of New Hampshire’s population (up from 4.9% in 2000) resulting in a growing number of students whose first language is not English and young students learning 2 or more languages at once (Dual Language Learners).
The State of New Hampshire is in the process of implementing federal mandates under the Every Student Succeeds Act (ESSA) specific to English Language Learners (ELs). The law which replaces No Child Left Behind (NCLB), is considered a victory by many, in that it increases accountability provisions while at the same time provides “substantial increases in funding” for EL students (Sargrad, 2016, p.1). Title III of ESSA permits the New Hampshire English Speakers of Other Languages (ESOL) Office to provide:
“technical assistance and training to teachers, administrators, and other stakeholders; collects data about EL students; awards Title III grants to school districts; and provides educational resources which enable teachers, parents, and administrators to help English Language Learners succeed academically and socially. Title III funds also are awarded to help eligible distracts that have experienced a significant increase in enrollment of new immigrant children.” (Title III, language instruction for English learners and immigrant students, K-12, p.1).
There needs to be more policy in place and implemented for preschool children.
FOR MORE INFORMATION:
- Policy Statement on Supporting the Development of Children who are Dual Language Learners in Early Childhood Programs from the U.S. Dept. of Health and Human Services and U.S. Dept. of Education -https://www.acf.hhs.gov/sites/default/files/ecd/dll_policy_statement_final.pdf
- Acquisition English Learner Toolkit from the U.S. Dept. of Education Office of English Language - https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html
- Dual Language Learners Toolkit from the Head Start Early Childhood Learning and Knowledge Center - https://eclkc.ohs.acf.hhs.gov/culture-language/article/dual-language-learners-toolkit
- Welcoming and Supporting Dual Language Learners from the National Association for the Education of Young Children - https://www.naeyc.org/resources/topics/dual-language-learners
REFERENCES
- Sargrad, S. (2016, January 13). Every Student Succeeds Act brings new hope for English Language Learners.
- Title III, Language Instruction for English Learners and Immigrant Student, K-12. (n.d.). October 30, 2016.
- U.S. Department of Health and Human Services and Administration for Children and Families. (2019) Dual Language Learners Program Assessment (DLLPA): Users’ Guide.
“Children are our greatest treasure. They are our future.” Nelson Mandela
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