Presentation Title:
Literacy Development for Dual Language Learners in Early Childhood Education: Critical and Urgent Considerations

Presentation Options: Onsite

Presentation Strand: Literacy (Biliteracy and Multiliteracy)

Presentation Delivery Language: English

Description:

This presentation focuses on critical research on literacy development for dual language learners in early childhood classrooms. With the expansion of preschool programs, it is crucial to address the needs of children whose home languages are not English. The session reviews and builds upon understandings of effective instruction and assessment for early literacy development, exploring frameworks to equip educators with tools to provide socially just education for students from culturally and linguistically diverse backgrounds. Presenters highlight the latest research findings, address common misunderstandings, outline challenges, propose research-based pathways, and share exemplars of integrated language and literacy development.

Abstract:

The National Committee on Effective Literacy recently published a seminal white paper, “Early Literacy Development and Instruction for Dual Language Learners in Early Childhood Education”. This essential resource aims to inform early childhood practitioners, educational leaders, curriculum developers, and policymakers about early literacy development and effective literacy instruction for children learning English as a new language in early childhood classrooms. With the ever-growing population of dual language learners (DLLs) and the vital role early childhood education (ECE) plays in shaping their future academic success, current concerns about literacy education and efforts to strengthen this instruction must be informed by sound research about language and literacy development and effective instructional practices for DLLs.

Early childhood education has the critical role of building children’s early language and literacy, including DLLs’ multilingual and multiliteracy skills. Yet current literacy development trends reflect a reductionist literacy orientation that overly emphasizes discrete reading skills in early childhood classrooms at the cost of more well-rounded, developmentally appropriate, and culturally and linguistically responsive practices. This panel presentation identifies the supports that are needed to implement developmentally appropriate instructional approaches and curricula designed to embrace the assets and address the needs of young DLLs. This view has significant implications for federal and state education policy, teacher and leadership preparation, and professional development efforts. When ECE supports home language development and cultural connections in literacy education, it positively impacts DLL’s early learning journey and later school success.

Presentation Types: Panel-80m

Target Audience: Pre - K

Primary Presenter's Telephone: 8052907557

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