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Topic 1: Targeted Practices for Bilingual/Multilingual Preschoolers
In 2019, Mayor DeBlasio announced the addition of 47 new Pre-K dual language programs throughout New York City; for a total of over 100 publicly funded dual language programs for 3- and 4-year-olds whose families speak one of the over 13 languages . The addition of these programs suggests a continued recognition of and commitment to supporting the identity and language of EMLs. As the number of diverse children and their families increase, it is critical for early childhood programs to engage with families in culturally and linguistically responsive and affirming ways. Children’s early development and learning is essentially connected to their families and all families have a vested interest in their children’s well-being…read more.
Download PDF of topic brief here.
Topic 2: The Role of the Home Language in Early Childhood Education
The New York State Education Department (NYSED) identifies over 200 languages spoken by students across the K-12 public school system, where about 10% of the student population is learning English in school.2 For prekindergarten, school enrollment data for the 2019-2020 school year indicate that nearly 140,000 children took part in Universal Prekindergarten (UPK).3 Currently NYSED does not report on the languages spoken in prekindergarten but other sources of data indicate that among the youngest children there are more “English learners” than at Kindergarten.4 The number of young bilingual/multilingual children across the entire country has been growing steadily for the past two decades,5 for many of these young children, preschool or pre-kindergarten is the first setting where they are expected to use the English language…read more.
Download PDF of topic brief here.
Topic 3: Supporting Culturally and Linguistically Responsive Family Engagement
In 2019, Mayor DeBlasio announced the addition of 47 new Pre-K dual language programs throughout New York City; for a total of over 100 publicly funded dual language programs for 3- and 4-year-olds whose families speak one of the over 13 languages . The addition of these programs suggests a continued recognition of and commitment to supporting the identity and language of EMLs. As the number of diverse children and their families increase, it is critical for early childhood programs to engage with families in culturally and linguistically responsive and affirming ways. Children’s early development and learning is essentially connected to their families and all families have a vested interest in their children’s well-being…read more.
Download PDF of topic brief here.
