Ending the Invisibility of Dual Language Learners in Early Childhood Systems: A Framework for DLL Identification

Given the United States’ diverse demographic makeup, it is no surprise that many American households speak languages other than English. In “Ending the Invisibility of Dual Language Learners in Early Childhood Systems: A Framework for DLL Identification,” authors Maki Park and Delia Pompa argue that despite the large population of children growing up in such households, information about dual language learners (DLLs) is scarce, and few policies are in place addressing their distinct learning needs. The purpose of this issue brief, a companion piece to an MPI report on the same subject, is twofold: first, to offer recommendations that will allow local, state and federal actors to gather information about DLLs; and second, to develop policies and practices to ensure that DLLs are supported in their learning during their early years. To achieve these goals, the authors identify existing gaps in data and information-gathering procedures regarding bilingual learners and propose a variety of frameworks to fill these gaps. These include identifying children that come from dual-language households; collecting data about their language and learning environments; and making this information accessible to K-12 programs, their educators and policymakers. Through these practical measures, this issue brief offers ways to make the needs and experiences of bilingual learners visible, and thereby enhance equity in their learning outcomes and in the educational systems serving them. (Sonali Ravi for The Immigrant Learning Center’s Public Education Institute)