4. Embrace Children’s Language and Culture as an Asset

Dual language learners (DLLs) and their families are often viewed from a deficit-oriented perspective that ignores their considerable linguistic and cultural assets, an approach that can negatively impact efforts to engage families and lead to misinformed policies and practices around how to best support language acquisition. Research suggests that DLLs’ linguistic and academic development is best supported by programs that support the development of English and the home language.

Adopt policies that promote bilingualism and biliteracy. States should enact policies in support of bilingualism and biliteracy that span the birth to grade 12 system. In the early years, states can look to Head Start’s Performance Standards, which require programs to “recognize bilingualism and biliteracy as strengths and implement research-based teaching practices that support their development” and to assess children in both English and their home language to get a fuller picture of what they know and can do. At the PreK–12 level, several states, such as New York and Illinois, have bilingual mandates that specify for DLLs to be educated using bilingual instructional models. These policies, and those of other states, should place a stronger focus on ensuring DLLs develop strong proficiency in their home language and English through additive models (e.g., dual language immersion) that promote bilingualism and biliteracy.

Maintain DLLs' access to dual language immersion programs. Several states have implemented policies to support the development and implementation of dual language immersion programs that provide students with instruction in English and a partner language such as Arabic, Mandarin, or Spanish. Many of these initiatives are framed as a workforce development strategy that will strengthen state economies and business prospects. At the same time, these programs are being leveraged as a form of enrichment that will help all students reap the cognitive, academic, and economic benefits of bilingualism. While these are laudable efforts, policymakers at all levels must recognize the equity implications of policies that fail to prioritize and maintain access for DLLs. These programs are strengthened by the inclusion of DLLs and are critical to ensuring that these students not only maintain and strengthen their bilingualism and biliteracy but also stay linked to their culture and community. State and district policy must include provisions specific to maintaining DLL access, which can include holding aside spaces for DLL students, placing programs in areas that serve a high concentration of DLLs, choosing languages that are widely spoken by DLLs, and/or creating a bilingual mandate to codify DLL access to programs.

Create a system that welcomes DLL and immigrant families. Children who are DLLs enter the school system with tremendous assets, strengths, and needs, as do their parents and caregivers. To support DLL families, community partnerships and home visiting programs should be established between schools, agencies, and families in the community. This collaboration should administer linguistically and culturally appropriate screenings for trauma and potential delays; provide guidance to families about nurturing children’s home language and academic and physical development; and connect families to a range of services available in their home language. Schools and child care centers should warmly welcome and engage immigrant and dual language families with information, resources, and activities that resonate with their cultural identities, experiences, and daily lives. Children of all linguistic and cultural backgrounds thrive when their families are supported, respected, embraced, and empowered.

• New America resources:
  • Walking the Bilingualism Tightrope (article)
  • A Voice for All: Oregon's David Douglas School District Builds a Better PreK–3rd Grade System for Dual Language Learners (policy paper)
  • A Critical Mass: Creating Comprehensive Services for Dual Language Learners in Harrisonburg (policy paper)
  • Educating California's English Learners: Westminster Brings Students’ Home Languages into the Mainstream (policy paper)
  • From Blueprint to Building: Lifting the Torch for Multilingual Students in New York State (policy paper)
  • Dual Immersion Programs: How States Foster Expansion, Face Challenges (blog post)
  • How to Bring Immigrant Families into Schools (blog post)
  • How Omaha Public Schools is Weaving Together Resources for Immigrant and Refugee Families (blog post)
  • New Brief Highlights Ways to Improve Home Visiting Programs for Immigrants and Dual Language Learner Families (blog post)
  • Supporting Immigrant Families Through Community Partnerships in Lincoln, Nebraska (blog post)
• Other resources:
  • National Academies of Science, Engineering and Medicine, Promoting the Educational Success of Children and Youth Learning English: Promising Futures
  • Migration Policy Institute, Leveraging the Potential of Home Visiting Programs to Serve Immigrant and Dual Language Learner Families
  • Migration Policy Institute, Dual Language Learners: A National Demographic and Policy Profile
  • Migration Policy Institute, Growing Superdiversity among Young U.S. Dual Language Learners and Its Implications
  • Stanford Center for Education Policy Analysis, The Promise of Bilingual and Dual Immersion Education
  • California’s State Advisory Council on Early Learning and Care, California’s Best Practices for Young Dual Language Learners: Research Overview Papers