Early Education

High-quality early learning experiences provide young children with a foundation for life-long learning. Research demonstrates that young English learners (also referred to as dual language learners) language acquisition, early literacy, and early numeracy are strengthened from participation in early learning programs such as Head Start. Yet, EL participation in early childhood education often lags behind other groups and few state-funded programs (e.g. home visiting, public pre-K) include an explicit focus on recruiting and serving EL children. The resources included here provide a window into how localities are designing programs with the needs of ELs in mind and on research highlighting the value of early learning for these children and their families.

Laura Bornfreund, Elise Franchino, Amaya Garcia, Lisa Guernsey, Abbie Lieberman, Aaron Loewenberg, Cara Sklar, February 19th, 2020

Over the last decade, there has been increased attention on early education, but real progress for children and families has remained out of reach. We want America’s children to become lifelong learners who are able to think critically and inventively, manage their emotions and impulses, and make smart decisions by drawing upon a rich knowledge base about how the world works. To make this goal a reality for all children, New America makes eight recommendations, suggests specific actions, and pinpoints which actors—federal, state, and local policymakers, as well as educators and administrators—should help move the work forward.

Janie Tankard Carnock, June 27th, 2018

In recent years, public leaders have increasingly sought to invest in our nation’s youngest learners. Funding for early care and education (ECE) for children ages 0-5 has grown substantially, along with federal dollars for Head Start and child care subsidies. At the same time, another figure is rising: the number of young children learning English while developing another language at home. This report explores how state leaders can build data systems that more fully account for young DLLs and their distinct needs.

Amaya Garcia and Conor Williams, October 30, 2015

In recent years, Washington DC has seen increases in their EL student population. These changes are prompting local school districts to reimagine and redesign their approaches to serving these students. This report examines how D.C.’s experience with reforms, such as universal pre-K and school choice, have impacted the educational experiences of the city's growing EL student population.

Conor P. Williams, Jan. 1, 2013

San Antonio, Texas is ahead of most other cities in designing and implementing reforms and strategies to support the academic and linguistic development of their dual language learners. This report examines the history, design, implementation and effectiveness of three essential initiatives that the city has adopted in order to better support its DLLs.

A Model for Bilingual Teaching – Sobrato Early Academic Language (SEAL)

June 11, 2019

This video highlights the Sobrato Early Academic Language (SEAL) model of professional development, with a a focus on how teachers can support bilingualism.

How Educators in Fresno Are Working Together to Support Young, Dual Language Learners

January 30, 2017

This video showcases how the Fresno Language Project is adapting national models of best practices to improve outcomes for young dual language learners across their community.