Giving Compass' Take:
- The Migration Policy Institute announces an event where experts will outline a framework to equitably meet the needs of dual language learners in early childhood systems.
- How can early childhood systems standardize ways of identifying dual language learner kids? How can early childhood systems address the inequities facing these kids?
- Learn more about dual language learners in early childhood systems.
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New Migration Policy Institute (MPI) research shows that one third of children ages 5 and under in the United States are Dual Language Learners (DLLs) who live with at least one parent who speaks a language other than English at home; over 80 percent are racial or ethnic minorities and 95 percent are U.S. citizens. These DLLs have the potential to become bilingual and biliterate, given appropriate home language and other supports. They also disproportionately face challenges including lower levels of family income, parental educational attainment, and access to the internet and digital devices.
With extensive research in recent decades demonstrating the disparities and language learning challenges and opportunities DLLs face, calls for adoption of early childhood policies and programs that are equitable and responsive to these children’s needs are longstanding. Yet, nearly all state early childhood systems currently lack standardized definitions and policies to identify DLL children, which means that these systems lack information critical to understanding whether DLLs are being effectively and equitably served.
Read the full article about dual language learner children at Migration Policy Institute.