Dual language learners are a steadily growing student population in several countries, including the United States – and especially in early childhood. Consequently, any efforts to develop strong early childhood programming must include practices which support multiple areas of DLLs’ development. From a domain-specific lens, I synthesize the empirical literature on instructional practices for supporting young DLLs’ learning and development in four areas: language and literacy, social-emotional, science, and mathematics. Through this synthesis, I identify practices such as drawing upon DLLs’ home languages during language and literacy instruction. I also offer ideas for next steps in the research, including developing lines of research for supporting DLLs’ learning in math and science. (author abstract)
Dual language learners and four areas of early childhood learning and development: What do we know and what do we need to learn?
Description:
Resource Type:
Literature Review
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