As the state continues to advance early childhood education, the unique characteristics ofincluding their emerging bilingualism and their cultural strengths need to be integrated into our policies and practices. DLLs make up one in four children in the state’s TK-12 system, and 60 percent of California’s children age birth to five live in a household where a language other than English is spoken. If adequately supported, DLLs will make valuable contributions to the state’s multicultural identity, and its economy. If their language and culture are not nurtured in these early years, the state not only risks losing potential social and economic benefits from DLLs’ bilingualism but also also imperils children’s future prospects as they fall behind their monolingual peers in and out of the classroom.
About this Framework
This framework opens a dialogue about how to integrate preschool with the early primary grades and improve DLL/EL education throughout these grades. It buy reports online marks an opportunity for improvement in early childhood education on behalf of , and to complement encouraging new state policy developments that are seeking to advance the education of older English language learners.
This framework is intended for a variety of advocacy audiences, who we expect will have different uses for it: (1) longstanding DLL early childhood advocates in need of a forum for coordinating and planning their advocacy and messaging; (2) early childhood education advocates new to DLL issues who seek to learn about this issue and incorporate it into their advocacy; and (3) K-12 English Learner advocates interested in magnifying the importance of early childhood in their advocacy.
The education of California’s youngest children is a shared responsibility of both early childhood and TK-12 educators. Consideration of how language and culture influences the educational trajectory of DLLs is needed in addressing the development of English proficiency, in nurturing emerging bilingualism and for the development of a positive sense of identity. In particular, attention to the education and success of DLLs/ELs is necessary if we are to address the challenges they face in developing the English proficiency skills needed for school learning and in nurturing their emergent bilingualism and positive sense of identity. The four action areas elevated in this Framework — workforce development, curriculum and instruction, assessment, and PreK-3 alignment — are critical components of high-quality early education. If actions in all these areas take language and culture into account, the results would represent a sea change for the education of DLLs and contribute to the strength of the overarching early childhood education system.
This Framework is an opportunity for marked improvement early childhood education on behalf of DLLs, and to complement exciting new state policy developments that are seeking to advance the education of older EL students.
Why This Matters
Key Areas for Action
Workforce DevelopmentA strong workforce of teachers and administrators responsive to the unique learning needs of DLLs.
Curriculum & InstructionCurricular and instructional models and resources attuned to the diverse learning needs of DLLs.
AssessmentAssessment approaches that more accurately depict and measure how DLLs are learning.
An Aligned PreK-3 SystemAn integrated early childhood and TK-12 system that recognizes the importance of continuity and coherence with the early childhood period and that meets the needs of DLLs.