Taking Stock of Dual Language Learner Identification and Strengthening Procedures and Policies
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Highlights
Most U.S. states lack standardized Dual Language Learner (DLL) identification in early childhood programs, leaving millions without consistent access to services.
- Dual Language Learners (DLLs) made up one-third—about 7.4 million—of U.S. children ages 5 and under in 2015–19, yet most states lacked standardized DLL identification in early childhood programs.
- A 2016–17 survey found more than half of states did not collect home language data.
- Promising models include Illinois, which mandates English Learner (EL) identification by the first day of preschool; New York’s Emergent Multilingual Learners Language Profile Protocol; and the Fresno Language Project in California.
- Federal, state, and local leaders can strengthen DLL identification through home language surveys and family interviews, DLL-aligned data systems, and educator professional development focused on young multilingual children.
Nationwide, one-third of children ages 5 and under have at least one parent who speaks a language other than English. These Dual Language Learners (DLLs) are an incredibly diverse and growing group of young children, and with the right support these preschoolers have the potential to develop as multilingual and multiliterate individuals.
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Other resources produced by MPI's National Center on Immigrant Integration Policy as part of this project include:
- An issue brief outlining a framework for DLL identification
- Sociodemographic data profiles with the number and characteristics of DLLs and other young children ages 0 to 5 and ages 0 to 8, as well as their families, nationwide and in all 50 states and the District of Columbia
- An interactive data tool showing the number and share of DLLs among all young children by state
Yet detailed data on the number and characteristics of DLLs in early childhood education and care (ECEC) programs are rare, due to a lack of standardized policies and procedures for identifying them. This information is urgently needed to ensure these programs are responsive to DLLs’ individual experiences and learning needs, and to support program improvements, professional development, resource allocation, and more.
This report examines the extent to which federal agencies, states, and localities have procedures or guidance in place to identify DLLs in early childhood programs. Among the more advanced state and local efforts this analysis explores are those in California, Illinois, Minnesota, New York, and Pennsylvania. The report also includes a discussion of opportunities to advance more comprehensive DLL identification policies and practices.
Table of Contents
1 Introduction
2 The Importance of Accurately Identifying DLLs in Early Childhood Programs
3 Assessments and Implications for Identification Procedures
4 Efforts to Identify DLLs in Federal Programs
A. Federal DLL Policy Statement
B. Early Head Start and Head Start
C. The Maternal, Infant, and Early Childhood Home Visiting Program
D. The Child Care and Development Fund
E. The Every Student Succeeds Act
5 State and Local Efforts to Identify DLLs in Preschool and Other Early Childhood Programs
A. Illinois’ Bilingual Pre-K Instruction
B. New York State’s Emerging Multilingual Protocol
C. Pennsylvania’s DLL Identification Procedure
D. Minnesota’s Voluntary Pre-Kindergarten (VPK) Program
E. The Fresno Language Project in California
6 Implications for Policy and Practice
A. Policy Levers to Promote DLL Identification
B. Concluding Thoughts
About the National Center on Immigrant Integration Policy
The Center is a national hub connecting policymakers, educators, community leaders, and service providers with evidence-informed policy research, technical assistance, and data to advance effective immigrant integration at U.S., state, and local levels.
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