Blog #1: Elevating Dual Language Learners in California’s Universal Transitional Kindergarten Expansion
This introductory blog kicks off the “Dual Language Learners in Transitional Kindergarten” series highlighting how the expansion of TK presents a powerful and timely opportunity to reimagine how California supports its youngest and most vulnerable learners—especially Dual Language Learners (DLLs). It sets the stage by acknowledging the current landscape and its impact on this work, reinforcing that now, more than ever, it is critical to center DLLs in conversations about TK.
Blog #2: Strengthening the TK teacher workforce: Tangible approaches to recruiting racially, linguistically diverse and qualified TK teachers
As California expands UTK, the need for a well-prepared, bilingual teacher workforce has never been greater. However, teacher shortages and declining bilingual authorizations threaten the state’s ability to meet this demand. This blog explores how school districts like Fresno Unified and Redwood City are leading the way by forging innovative partnerships with universities, offering residency programs, and leveraging state grants to recruit and support bilingual TK educators. These targeted efforts are proving successful, but sustaining them will require continued state investment. As UTK expansion continues, California must prioritize linguistically responsive educators to ensure DLLs thrive. Read the full blog to learn how districts are making it happen—and why investing in this workforce is critical at this moment.
Blog #3: Utilizing Transitional Kindergarten (TK) Expansion to Grow Bilingual Programs
The first five years of a child’s life shape their cognitive, social, and emotional development, laying the foundation for lifelong success—especially for young DLLs. Research confirms that a strong home language supports English acquisition and enhances biliteracy, making early bilingual programs essential. As California expands Transitional Kindergarten (TK), schools have a unique opportunity to support DLLs through high-quality bilingual education. This blog highlights how Delhi Unified School District (DUSD) is leading the way with a thoughtfully designed Dual Language Immersion (DLI) program that fosters multilingualism and community engagement. Through dedicated teachers, strong family commitment, and proven instructional models, DUSD’s approach is creating lasting impact. With 1.5 million young DLLs in California, prioritizing bilingual education from the start ensures that more children thrive in both their home language and English. Read the full blog to discover how DUSD is paving the way and why investing in multilingual education benefits not just students, but society as a whole.
Blog #4: How LAUSD is Equipping Early Educators to Create Welcoming Schools for All Children
With over 1.5 million DLLs under age five, California has a unique responsibility to create welcoming, affirming early learning environments—especially as federal policies threaten immigrant communities and linguistic diversity. As California implements universal TK, ensuring that programs celebrate and support DLLs is more critical than ever. This blog focuses on Los Angeles Unified School District (LAUSD) and how it is prioritizing language, culture, and family connections to create safe and welcoming learning environments for our DLL children and immigrant communities. With over 16,000 children enrolled in UTK, and 61 schools having dual immersion programs, and a commitment to culturally and linguistically responsive practices, LAUSD demonstrates what’s possible when districts invest in multilingual education and support for the TK workforce. Read the full blog to learn how LAUSD’s approach can inspire districts statewide.
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