Migration Policy Institute
Supporting DLLs in Superdiverse PreK-3 Programs: Findings from Two Studies
Megina Baker, Lecturer, Boston University
Laurie Olsen, SEAL (Sobrato Early Academic Language Model) Strategic Advisor, the Sobrato Organization
Mariela Páez, Associate Professor, Lynch School of Education, Boston College
Maki Park, Senior Policy Analyst, MPI
Margie McHugh, Director, National Center on Immigrant Integration Policy, MPI
Across many early childhood education and care (ECEC) and K-12 school systems in the United States, the diversity of languages spoken, countries of origin, and other characteristics of the young child population is rapidly rising. An increasing number of communities in the United States are experiencing conditions of “superdiversity,” creating learning environments that require different instructional strategies and approaches than those used in more homogeneous or bilingual settings to support Dual Language Learners’ access to high-quality early childhood services that can support their healthy development and future academic success.
This webinar marks the release of two research reports that illustrate the challenges and opportunities related to teaching and learning in a superdiverse environment, pointing to promising approaches to work effectively in multilingual, multicultural classrooms. The reports focus on patterns of home language use across different ECEC program types, and the potential of the Sobrato Early Academic Language (SEAL) model to improve instruction and outcomes for Dual Language Learners in superdiverse settings. During the webinar, authors present findings and highlights from their work and key implications for policy and practice.