The Early Dual Language Learner test Initiative (EDLLI) provides resources, professional development, and technical assistance to community partners regarding culturally & linguistically responsive practices for children birth through 5. This cross sector group collaborates with other state initiatives including WI Model Early Learning Standards, Preschool Options Project & WI Pyramid Model.
WIDA Early Years - (website) Provide
Promoting Equity for Young Multilingual Children and Their Families (webpage) - In this bulletin, WIDA offers ideas for taking a language-focused approach to equitable caregiving and instructional practice in ECE settings, highlight voices from the field, and offer reflection questions to help providers consider what it means to promote equity for multilingual children and their families.
Resources to Support the Full Participation of Young Children Who Are Dual Language Learners & Their Families (pdf) - This toolkit provides early childhood colleagues with evidence-based practices, tools, and strategies to support young children who are multilingual learners and their families. Despite a slight emphasis on Vermont, it is broadly applicable for practitioners and others across the country.
Office of Head Start National Center on Cultural and Linguistic Responsiveness (website) - provides research-based information, practices, and strategies to ensure optimal academic and social progress for linguistically and culturally diverse children and their families. The center provides culturally responsive, user-friendly materials and training to promote strong language and literacy skills in children’s home language and in English.
Policy Statement on Supporting the Development of Children Who are Dual Language Learners in Early Childhood Programs (pdf) - The 2017 joint statement from the Departments of Health & Human Services and Education
Identifying Young Dual Language Learners: State Policies, Home Language Surveys, and Language Proficiency Assessments, 2017 (pdf) - This brief examines state policies requiring the identification of DLLs in Pre-K, reviews current practices in home language surveys and language proficiency assessments & address 3 critical questions states face in order to properly identify young DLL's & meet their needs.
Dual Language Learners: Research Informing Policy (pdf) - a report from the Frank Porter Graham Center on Early Care and Education Research related to Dual Language Learners (2013)
OSEP Spanish Glossary of Special Education Terms (webpage) - a useful resource for districts to ensure consistency among interpretation and translation services related to IEP meetings and documents
Understanding the Impact of Language Differences on Classroom Behavior (pdf) - Center on the Social and Emotional Foundations for Early Learning Brief by R. M. Santos, M. M. Ostrosky
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