News and Events

Lead Author: Dr. Liz Alvarado, Californians Together 
Contributors: Carolyne Crolotte, M.A., Early Edge California, JunHee Doh, M.A. and Karina Suzette Hernandez, M.P.P., Catalyst California

California is home to the nation’s largest population of Dual Language Learners (DLLs), with nearly 60% of children up to five years of age identified as a DLL. Dual Language Learners are children whose first language is a language other than English, or children who are developing two or more languages, one of which may be English. 

The California State Preschool Program (CSPP) plays a crucial role in the early learning and care system serving a diverse population of children, including those from bilingual or multilingual backgrounds. Recognizing the importance of identifying and supporting DLLs in CSPP programs, the state enacted legislation in 2023 mandating a standardized two-step process to identify for DLL identification. Since then, Early Edge, Catalyst California, and Californians Together, cosponsors of the bill, have been actively involved in monitoring and supporting its implementation.

To delve deeper into the experiences of practitioners supporting DLLs in CSPP programs, these cosponsors and fellow DLL Master Plan Advocates convened three listening sessions, one in fall 2023 and two in spring 2024. These gatherings brought together a total of 53 CSPP teachers and administrators from across the state. This blog amplifies the voices of practitioners who participated in these listening sessions, shedding light on the challenges and opportunities in identifying and serving DLLs.

Professional Development

Participants emphasized the need for comprehensive DLL-specific training and professional development. One participant noted that, as a result of getting this training, “Teachers have become so much more knowledgeable and feel more prepared to support families. We strategically and intentionally plan around the children’s language needs.” This teacher highlighted the success of incorporating Personalized Oral Language Learning (POLL) training to build their capacity to meet the needs of DLLs and their families. Other administrators in the listening sessions highlighted challenges stemming from insufficient training and preparation of teachers. Insufficient opportunities for comprehensive training hindered the effectiveness of DLL-centered programs and curricula like Estrellita, SEAL, and GLAD. Throughout these listening sessions, there was a resounding call for increased access to targeted professional development to support DLLs and their families.

Training and Resources on DLL Identification

The listening sessions also discussed the need for adequate resources related to DLL identification. Participants emphasized the need for clear communication and training to facilitate the effective implementation of the DLL identification language survey and interview instruments. Instead of one-time training, participants asked for multiple professional development sessions focused on mastering the Family Language Instrument and Interview, and implementing effective strategies to support DLLs. One practitioner highlighted their success in involving staff in DLL identification processes, stating, “Teachers and staff are trained through embedded professional development.” However, others noted staffing challenges. “Initially, we had an enrollment specialist doing it,” an administrator said. “Then we realized the best method is to have the teacher do it, but [we] need more support to get everyone on board.”

Overall, there was consensus among participants about the importance of ongoing support and training for classroom teachers to ensure consistent and accurate identification of DLLs, emphasizing the need for resources and sustained professional development.

Family Engagement

Family engagement emerged as another significant theme. A program administrator shared her success in integrating DLL identification into teacher interviews with new families. “It’s a conversation rather than a form to complete,” she said. “We try to do it in-person.” On the other hand, another practitioner underscored the challenges of language barriers and a general hesitancy within the community. “At first, families are intimidated,” she said. Not all the parents speak the language or know how to read. I have newsletters in both languages, but some parents could not read it so I had to do it verbally.” Another practitioner spoke of using overtime to build this connection. “At the start of the school year, we try to meet the parents individually,” the practitioner said. “We have to work overtime to find the time but in the long run it’s better because you make the parents more comfortable with you.”

Throughout these conversations, practitioners emphasized the urgent need  for translation support and family engagement resources to strengthen communication with families, and providing more time for classroom teachers to engage with families early in the school year.

Conclusion

The insights gleaned from these listening sessions highlight the importance of robust support systems for DLLs within CSPPs. Future blogs in this series will delve deeper into each area covered in these interviews, offering resources, best practices, and recommendations. By exploring each theme, we aim to provide practical guidance that promotes equitable access to high-quality early childhood education for DLLs in California.