Helping America's Dual Language Learners Succeed: A Research-based Agenda for Action

In the fall of 2014, the Heising-Simons and McKnight Foundations provided support for a National Research Summit on the Early Care and Education of Dual Language Learners (DLLs) in Washington, DC. The goal of the two day summit was to engage and extend the established knowledge base accrued by the Center for Early Care and Educational Research Dual Language Learners (CECER-DLL), while simultaneously informing the future potential efforts by the Heising-Simons and McKnight Foundations specific to the early care and education of dual language learners. Day two centered on the presentation of five McKnight-commissioned papers, the topics of which included: Research Based Models and Best Practices for DLLs across PreK - 3rd gradePerspectives on Assessment of DLLs Development & Learning, PreK - 3Human Resource Development and Support for Those Serving DLLsThe Critical Role of Leaderships in Programs Designed for DLLs, PreK - 3Policy Advances & Levers Related to DLLs in PreK - 3rd gradeThe report attempts to provide a short summary and synthesis of the topics covered in these papers and the discussion generated at the National Summit on Early Care and Education of Dual Language Learners. In addition, a set of recommendations are presented for each topic with regard to the implications drawn from these synthesis and of particular relevance to the supporting foundations' future investment considerations related to DLLs

Exploring Head Start Teachers’ Challenges Working With Dual Language Learners

Although the number of dual language learners is increasing in the United States, little is known about the challenges Head Start teachers and education coordinators face in working with this population. The purpose of this basic qualitative study was to explore Head Start teachers’ and education coordinators’ perspectives regarding the support teachers need to meet the challenges of working with dual language learners. This study was grounded in Jim Cummins’s language acquisition framework, which suggests that dual language learners benefit from instruction in their native language and the language of the classroom. A basic qualitative study design was used with a purposeful sample of 8 Head Start teachers, 1 Head Start education coordinator, and 1 Head Start site manager. Semistructured interviews were conducted to explore participants’ perspectives of challenges in teaching dual language learners. Three themes emerged from the data: (a) participants had a positive outlook on using native language both in the classroom and at home, (b) perspectives on support needed to meet the challenges of working with dual language learners varied from teacher to teacher and from teachers to education coordinators, and (c) participants had a positive outlook on teaching dual language learners while recognizing the need for support in working with these learners. The study’s implications for positive social change include demonstrating the need for professional development for teachers who work with dual language learners. When teachers feel better prepared and supported to teach dual language learners, they may be able to help children have improved academic outcomes

The Arizona Kith and Kin Project Evaluation, Brief #3

Professional Development with Family, Friend, and Neighbor Providers: Implications for Dual Language Learners. Indigo Cultural Center, for the Association for Supportive Child Care, with support from First Things First and Valley of the Sun United Way

Better Policies for Dual Language Learners: Bridging Research, Policy, Implementation, and Classroom Practice

On December 11, 2014, New America convened a group of leading experts on dual language learners (DLLs) to launch its new Dual Language Learners National Work Group. Attendees included educators, administrators, researchers, policymakers, advocates, and representatives from the philanthropy community. Participants heard from a variety of presenters and engaged in dynamic small-group discussions throughout the day to consider how American schools could better support these students.This brief offers both a summary of the Work Group's founding event and a rough synthesis of the core messages from the day's discussions

Dual Literacy Practices for Dual Language Learners

In early childhood academic settings, literacy practices play a crucial role in the development of emergent literacy skills. Many of the available practices for developing these foundational pre-reading skills are not often inclusive to second language learners. Educators who enter classrooms where dual language exposure is necessary to their curriculum are limited to the types of practices they can utilize to support the development of literacy in two languages. The purpose of this case study was to explore what literacy practices teachers could implement to improve dual literacy development in second language learners. The study began with a foundational understanding of dual literacy development followed by an exploration of current practices that educators were using to support literacy in language immersion settings. The case study included four classroom observations, eight interviews, and a focus group comprised of six educators. The eight classroom interviews were conducted with Grades K‒‍1 immersion teachers from two different elementary schools to collect data on their experiences and available training opportunities that informed their practices in early dual literacy. One recommendation resulting from this study was to provide training opportunities for targeted practices in literacy areas specific to the needs of second language learners

Parent and Teacher Perspectives of the Social Competence of Dual Language Learners

Parent and teacher perspectives of young children’s social competence were compared by analyzing parent and teacher ratings of 30 dual language learners and 30 monolingual native English-speaking children. Parents and teachers rated children on the Social Skills Improvement System (SSIS) rating scales. Participants were 60 parents and 9 teachers of 3-to-5 year-old children who attended a Head Start preschool center. For each child, one parent and one teacher completed an SSIS rating scale, resulting in two rating scales for each child. The purpose of this study was to examine whether (a) parent and teacher ratings were significantly different on SSIS measures of social competence for young children and (b) whether parent and teacher ratings were significantly different for children based on children’s language designation. In particular, this study examined both social skills and problem behaviors when looking for differences in parent and teacher ratings. Results indicated that parent and teacher ratings were significantly different for four of the subscales based on participant category, meaning that the SSIS ratings differed based on whether parents or teachers were completing the rating scales. For the social skills subscale, empathy, results indicated that teachers were likely to give children higher ratings than parents. On the externalizing, internalizing, and hyperactivity/inattention subscales, which are all Problem Behaviors subscales, parent ratings for children were higher than teacher ratings, and these differences were statistically significant. Parent and teacher ratings on two subscales also differed for children based on their language designation. Results from analysis of the communication subscale, which is a social skills subscale, indicated that parents and teachers rated dual language learners higher than monolingual native English-speaking children. From the Problem Behaviors scale, parent and teacher ratings for bullying were higher for monolingual native English-speaking children than for dual language learners. Findings from this study also indicate that dual language learners received higher ratings on communication scales and lower ratings on bullying scales than their native English-speaking peers. Further research should more closely examine the relationship between these two constructs. The role of language in the development of social competence is still not well understood, however it is important to understand the developmental trajectory of dual language learners in order to provide the most appropriate educational experiences opportunities for children and their families and improve outcomes

Rural meets Urban: Advanced Placement Rural High School Students Supporting Urban Dual Language Learners

High School Advanced Placement (AP) Spanish students from a rural school district in Upstate New York translated picture books for second grade students at Urban Primary, where Spanish is primarily spoken at home. Each child received books that were translated, intended to be read in English, Spanish. This gave the students and their parents opportunities to read in both languages. The purpose of the project was to facilitate language development for students from low socioeconomic backgrounds who are learning both Spanish and English in their homes. Children who come from low-income homes are at risk to enter Kindergarten performing below their middle-class peers. Children who are simultaneously learning two languages are at risk for language and literacy deficits in both languages (Wilson, Dickinson, & Rowe, 2013). This project won the American Council on Special Education 2017 Exemplary Program Award in the area of cross-cultural services

Investigating the linguistic identity development of dual language learners

The purpose of this research study was to analyze ways in which dual language learners were impacted by their environment (school, home, and community) and explore how these environments impacted their cultural and linguistic identity. Specifically, the goal was to find ways in which educators could better support these students in the classroom to help them achieve academic success, as well as make students feel that their culture is acknowledged and appreciated in the classroom environment. Both of these goals point toward the need to consider the “role identity plays in children’s demonstration and construction of knowledge” (Owocki & Goodman, 2002, p. 19) and what happens when students’ identities are challenged or not celebrated in their family, community and educational setting

Young dual language learners: A Key Topic Resource List

A compilation of selected Research Connections resources focused on language and literacy interventions, teaching strategies, and assessments for English language learners (ELLs), including a summary of issues addressed in the literature, and a listing of resources in the areas of: language and literacy development of young ELLs, involvement of families who speak English as a second language, teacher characteristics & interactions with young ELLs, interventions and assessments with young ELLs, and policy and practice considerations for serving young ELL

Investigating the impact of flipped classroom on dual language learners' perceptions and grammatical performance

Flipped classroom model has received massive attention from many researchers due to its innovative instructional strategy that offers a new perspective to the traditional classroom. However, not many studies have focused on dual language learners (DLL) who face challenges in grasping second language skills and knowledge, due to the multiple linguistic systems that they have to manage. By marrying communicative language teaching (CLT) approach with flipped technique, the present study, therefore, aims to explore dual language learners’ perception towards flipped classroom model in learning English tenses as well as their learning progress using the method. The lessons were conducted using set of culturalised interactive materials. A number of 133 intermediate learners (age 18 to 25) from a vocational college in Malaysia were selected as the research participants and data were collected using one-group pre-test–post-test design, questionnaire and interview. Pre-test and post-test grammar questions were given before and after a six-week intervention program to identify the effectiveness of the materials and instruction. The findings indicated significant differences between the mean scores of the pre-test and post-test. The results also revealed learners’ positive responses and improvement in English grammar through flipped classroom and culturalised interactive materials. This research has suggested some significant impacts of flipped classroom practices using familiar objects and culturalised learning materials. Apart from acknowledging the advantages of flipped classroom model in learning English grammar, the present study also proposes some additional strategies to achieve an effective flipped classroom lesson for dual language learners in Malaysia