Taking Stock of Dual Language Learner Identification and Strengthening Procedures and Policies

Autor/inn/en	Lazarín, Melissa; Park, Maki
Institution	Migration Policy Institute (MPI), National Center on Immigrant Integration Policy
Titel	Taking Stock of Dual Language Learner Identification and Strengthening Procedures and Policies
Quelle	(2021), (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English Language Learners; Bilingual Students; Preschool Children; Ability Identification; Tests; Public Policy; Early Intervention; Preschool Education; Disadvantaged Youth; Home Visits; Federal Aid; Child Care; Grants; Educational Legislation; Federal Legislation; Educational Policy; Federal Programs; State Policy; Student Evaluation; Second Language Learning; Language Proficiency; Bilingual Education; Immigrants; Family Environment; Alignment (Education); Faculty Development; Elementary Secondary Education; Cultural Relevance; United States; Illinois; New York; Pennsylvania; Minnesota; California (Fresno) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Examination; Prüfung; Examen; Öffentliche Ordnung; Benachteiligter Jugendlicher; Hausbesuch; Kinderfürsorge; Kinderbetreuung; Grant; Finanzielle Beihilfe; Bildungsrecht; Schulgesetz; Bundesrecht; Politics of education; Bildungspolitik; Schulnote; Studentische Bewertung; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Bilingual teaching; Bilingualer Unterricht; Immigrant; Immigrantin; Immigranten; Familienmilieu; USA
Abstract	Nationwide, one-third of children ages 5 and under have at least one parent who speaks a language other than English. These Dual Language Learners (DLLs) are an incredibly diverse and growing group of young children, and with the right support these preschoolers have the potential to develop as multilingual and multiliterate individuals. Yet detailed data on the number and characteristics of DLLs in early childhood education and care (ECEC) programs are rare, due to a lack of standardized policies and procedures for identifying them. This information is urgently needed to ensure these programs are responsive to DLLs' individual experiences and learning needs, and to support program improvements, professional development, resource allocation, and more. This report examines the extent to which federal agencies, states, and localities have procedures or guidance in place to identify DLLs in early childhood programs. Among the more advanced state and local efforts this analysis explores are those in California, Illinois, Minnesota, New York, and Pennsylvania. The report also includes a discussion of opportunities to advance more comprehensive DLL identification policies and practices. [For the companion issue brief, see ED614771.] (As Provided).
Anmerkungen	Migration Policy Institute. 1400 16th Street NW Suite 300, Washington, DC 20036. Tel: 202-266-1940; Fax: 202-266-1900; e-mail: communications@migrationpolicy.org; Web site: http://www.migrationpolicy.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01