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Transforming Early Childhood Education for Dual Language Learners

Kendra Fehrer, Nicole Tognozzi, & Soodie Ansari
Publication Date: 
December, 2018

Over the last two decades, a rising number of families with preschool age children speak a language other than English at home. Known as Dual Language Learners, or DLLs, they are likely to enter kindergarten already academically behind. This gap persists throughout high school, resulting in vastly different academic and life outcomes between DLLs and their peers. The early years present a pivotal time to interrupt this achievement gap. Learn more via the three research briefs below.

  • Cultural and Linguistic Responsiveness and Meaningful Family Engagement: Why It Matters in Early Childhood Education
    The research described in this brief shines light on the potential of culturally and linguistically responsive practices and meaningful family engagement as powerful levers to enhance quality early learning experiences for DLLs.
  • Transforming Early Childhood Education for Dual Language Learners: A Theory of Change
    Read more about the theory that informs Early Chilldhood Language Development Institute's work with DLLs.
  • Supporting Culturally and Linguistically Responsive Classrooms: A Study of the Early Childhood Language Development Institute
    This brief shares findings from a formative evaluation of Early Childhood Language Development Institute (ECLDI) programs at two early learning sites. At each, ECLDI provided training and support to program leadership, teaching teams, and families.



Bay Area
Policy area: 
Early Childhood (0-8)