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The Critical First Five Years

The first five years of a child’s life are critical for cognitive, social, and emotional development, laying the groundwork for their future success. This is especially true for young Dual Language Learners (DLLs). DLLs are defined as 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.¹

During this fundamental period, early language development plays a vital role in building the foundational skills necessary for biliteracy. Research shows a strong foundation in a child’s home language not only supports English acquisition but also enhances proficiency in both languages.² In this context, Transitional Kindergarten (TK) expansion offers a timely opportunity to ensure that children develop fluency in both their home language and English when it matters most. 

The Biliteracy Pathway Recognitions are designed to acknowledge children as early as preschool who are on track to achieve proficiency in one or more languages in addition to English and on the path to receiving their State Seal of Biliteracy upon high school graduation. By implementing such programs early on, we provide DLLs with a strong foundation for biliteracy and long-term academic success. Expanding bilingual programs beginning in TK, and offering pathways for students to continue their biliteracy journey in Kindergarten and beyond ensures DLLs receive the support and resources they need to become successful bilingual individuals.

The number of DLLs in the United States is rapidly increasing, with approximately one in three children from birth to age five living in households where a language other than English is spoken. In California, this population is even larger, where nearly 60% of children under the age of five are DLLs.³ Bilingual programs benefit all children, particularly DLLs. Research shows  these programs enhance cognitive and memory processes, improve communication skills, boost confidence, and provide social and cultural benefits.⁴ Seeing their home language in the classroom is especially impactful for DLL children, as it fosters a sense of belonging and strengthens their confidence.⁵ Given this growing population of young learners, it is imperative that we prioritize their needs by providing the resources and support necessary to set them on a lifelong path to success, benefiting not only the children themselves but the broader community as well. 

Success Story

Delhi Unified School District (DUSD) serves as a model, leading the way by developing a successful approach to bilingual education that others can emulate. DUSD’s dual language immersion (DLI) program demonstrates how TK expansion can serve as an opportunity to support DLLs early on with opportunities to participate in bilingual programming. 

In conversation with Dr. Jennifer Yacoub, Director of Student Programs, and Francisco Romo, Senior Director of Educational Services, from DUSD, we’ve learned  while developing and implementing the DLI program has taken substantial time, effort, and partner and community engagement, there continues to be success and proven interest from both families and teachers, who remain committed to developing bilingual students.

The DLI model was revamped by the district’s DLI Task Force of 20 members, including administrators, teachers, and parents. Together, they explored the DUSD system, examined various dual language models, and studied how these models operated in practice, all while considering research on their effectiveness. Guided by the principles of dual language education and informed by existing research, the task force collaboratively deepened their understanding to create a well-informed DLI program that adequately serves its community.  

The model developed by the task force included representation from all grade levels, from TK to 6th grade. Through collaborative consensus, the task force decided to shift from a 90/10 instruction model to a 50/50 approach. This approach has proven effective, particularly for students with a monolingual Spanish background in DUSD. Dr. Yacoub and Mr. Romo noted that, for their students, the 50/50 model works best, as it provides more support in English than just 10% of the day, allowing them to become bilingual and biliterate in both languages.

In addition to offering bilingual TK classrooms, all of their TK classrooms participate in the Sobrato Early Academic Language (SEAL) model, a preschool through third-grade framework for supporting dual language learners and families. DUSD TK teachers have shown deep engagement with the SEAL model, demonstrating a strong commitment to supporting their students. They are dedicated to this work and firmly believe in the model’s effectiveness. Additionally, TK teachers benefit from ongoing professional support through a Teacher on Special Assignment (TOSA), who collaborates closely with the three TK teachers at DUSD to ensure high-quality instruction through continuous professional development and building on educators’ assets. 

The DLI program at DUSD not only nurtures dual language learners but also fosters family engagement. Dr. Yacoub explained that parents enrolling their TK and kindergarten students into the DLI program must attend an orientation. This session offers caregivers an opportunity to learn about the benefits of bilingual education and its positive impact on young children. Caregivers also explore the Biliteracy Pathways Recognition program and learn about the importance of the State Seal of Biliteracy as an end goal. Through these sessions, DUSD demonstrates its commitment to partnering with caregivers and students, with the goal that caregivers will actively support and engage in their child’s education journey. At the end of the orientation, parents sign a commitment form, pledging to support their child’s journey through the program. Mr. Romo shares that “the numbers in TK and K are higher in dual language than they have ever been” at DUSD, highlighting that families recognize the value of these programs and are eager to enroll their children.

Conclusion

With an estimated 1.5 million young DLLs in California, it’s crucial to expand bilingual programs starting as early as TK.⁶ Investing in children during their first five years ensures the success of young DLLs throughout their academic journey and beyond. The success of the DLI program at DUSD demonstrates caregivers’ desire to enroll their children in bilingual education, and teachers’ commitment to their young students. Nurturing bilingual proficiency not only benefits students but also empowers them to thrive in a globalized society.

Endnotes

1. https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB131
2. https://childrenspartnership.org/wp-content/uploads/2024/12/Protective_Factors_Brief.pdf
3. Migration Policy Institute tabulation of data from the U.S. Census Bureau’s pooled 2018-2022 American Community Survey.
4. https://www.participatelearning.com/blog/positive-impacts-of-dual-language-programs/#:~:text=Juggling%20two%20languages%20increases%20the,problem%2Dsolving%20abilities%20for%20students.
5. https://www.naeyc.org/resources/position-statements/dap/principles
6. https://www.migrationpolicy.org/programs/data-hub/charts/us-state-profiles-young-dlls