March 19, 2026
By: Eduardo Gutiérrez, Policy Analyst, Early Edge California
Across California, conversations about language in early childhood education (ECE) have increasingly centered on the importance of affirming children’s home languages and cultural identities. Yet for many Black children, their home language, particularly Black (English) Language, has often been devalued or treated as something that must be corrected rather than celebrated. These experiences reflect linguistic bias within the Early Learning and Care (ELC) system, where some ways of speaking are encouraged and others are marginalized.
For too long, language differences have been framed through a deficit lens rather than being recognized as culture, history, and community. When Black children enter early learning spaces where their language is not valued, it can shape how they see themselves as learners and how they experience school. Affirming children’s home languages is not only about celebrating a child’s linguistic repertoire, it is about ensuring that every child feels seen, valued, and supported from the very beginning of their educational journey.
The Black (English) Language Workgroup grew out of conversations within the Dual Language Learner (DLL) Master Plan Advocates, a statewide partnership working to ensure that California’s ELC system fully supports Dual Language Learner (DLL) and Multilingual Learner (ML) children.
Through listening sessions with educators, Black families, and advocates, it was evident that Black children’s language practices were being undervalued in early learning spaces. These conversations made clear that more work was needed to address how language bias shows up in early learning programs, and to ensure that Black Language, and the children who speak it, are recognized as assets and uplifted within the ELC system.
In response, the Black (English) Language Workgroup was formed as a collaborative partnership of organizations committed to affirming Black children’s linguistic and cultural identities in ECE. The workgroup includes BlackECE, Californians Together, Catalyst California, and Early Edge California, who work collectively to challenge harmful linguistic hierarchies and affirm Black Language as a legitimate, rule-governed language rooted in Black history, culture, and community.
Grounded in research, community knowledge, and lived experience, the workgroup centers the voices of Black families, educators, and advocates while working to shift narratives, strengthen classroom practices, and inform policy so that Black children’s linguistic identities are honored and supported. For those of us involved in this work, the commitment is deeply rooted.
This work is especially meaningful to me in my role as a Policy Analyst at Early Edge California, where I focus on advancing equitable early learning policies that support DLLs and multilingual children across California. Conversations about language in ECE often center on bilingualism and multilingualism, yet too often overlook the linguistic identities and experiences of Black children. Being part of this effort has reinforced for me that linguistic equity must also include Black Language and the communities who speak it. Recognizing all children’s languages as assets is essential to building an ELC system where every child can thrive.
I have also deeply valued the opportunity to work alongside passionate partners committed to this work. Together, we have collaborated to strategize ways to shift narratives, elevate research and community knowledge, and identify policy and practice opportunities that affirm Black children’s linguistic identities. Working alongside advocates, educators, and leaders dedicated to this effort has been both inspiring and grounding, reinforcing that advancing equity in ECE requires collective action, thoughtful strategy, and a willingness to challenge long-standing assumptions about language in our education systems.
As part of this effort, the workgroup developed a knowledge brief series titled “The Brilliance and Importance of Affirming Black (English) Language in Early Childhood Education.” The series highlights the linguistic richness of Black Language, outlines the historical and cultural context of the language, and offers guidance for educators, advocates, and policymakers seeking to create more affirming early learning environments for Black children. The briefs provide practical insights that can support educators and systems leaders in better understanding and valuing Black Language. The first brief in the series, Vol 1: What is Black English Language and Why is it Important? was released in February focusing on what Black Language is and why it matters in supporting early learning for Black children.
To further engage the field and deepen shared understanding, the workgroup also launched a webinar series. The first conversation, “Understanding Black Language: What It Is and Why It Matters,” took place on February 25 and brought together various interestholders eager to learn more about the role Black Language plays in children’s development and learning.
This inaugural webinar centered Black Language as a rule-governed linguistic system and a powerful asset in children’s literacy development, cognitive growth, and identity formation. Knowledge brief Vol. 1 challenges long-standing deficit narratives and highlights how affirming Black Language can strengthen classroom engagement, support early reading development, and foster identity safety in ELC settings. Together, the webinar and brief invite educators and advocates to rethink how language shows up in classrooms, as an asset to build upon.