The numerous approaches to Dual Language Learning and the changing best practices make it difficult for educators to stay up-to-date with bilingual education. Even the labels used to refer to learning with two or more languages changes depending on the organization. However, the National Association for the Education of Young Children (NAEYC) uses Dual Language Learning (DLL) to encompass other frequently used terms, such as bilingual, English Language Learners (ELL), English learners, Limited English Proficient (LEP), English as a Second Language (ESL), and student of a Language Other Than English (LOTE).

The United States Census Bureau reports that, in 2019, over a quarter of children lived with at least one foreign-born parent. On average, 1 in every 4 children under the age of 6 will have a home language that is not English. Research shows that Early Childhood is the best time for children to become proficient in their home language. More so, babies can “detect the sounds of one or more familiar languages from birth.” Even before speaking children “use the language they hear to help organize the concepts they are learning.” Educators have an opportunity to help DLL students build on their home language knowledge to increase overall communication skills and cognitive development.

Benefits

Incorporating DLL strategies in the classroom has a number of benefits for all students, regardless of home language.

Brain Power

Studies show that on average, children who are introduced to a second language in Early Childhood, outperform single language speakers on cognitive tests once they enter their teens.

Parent Participation

When parents were asked to encourage literacy skills for their children using their home language, DLL students’ ability to acquire vocabulary increased in both languages.

Stronger Social Connections and Cultural Awareness

Children learn about different cultures when in mixed classrooms composed of native English speakers and DLL students.

Tips for Educators

Communication with parents/caregivers is crucial for children’s development. If possible, before the school year starts, find out which students are Dual Language Learners. Ideally, teachers can conference with multilingual parents/caregivers to better understand children’s needs before the first day of school. This is especially important for pre-talkers—babies and toddlers—experiencing separation anxiety. They will find comfort in the cadences of their home language.

• Find out which languages are spoken at home.
• Ask for a list of 10 – 20 words the child knows and keep the list handy in the classroom (ask for translations of other words you think will be helpful).
• For babies, ask parents/caregivers to record the infant’s favorite lullaby and share it for use at rest time if needed.
• For babies and pre-talkers, with parent/caregiver permission, record the child’s pre-language babbling or early word formation to discover what word the pre-talker is attempting to say.
• For pre-talkers, create an emotion board with photos of different facial expressions from happy to sad.
• Children and educators can use the photos to support communication.
• Create pictures to help support communication of a child’s basic needs. For example, toileting, snack, and other routine activities help aid in this important language development.
• Stock classroom libraries with books in children’s home languages.
• Invite families to participate in story time—both in English and the home languages of students.
• Encourage Language labeling work for readers in both English and home languages. (Ask parents/caregivers to participate.)
• Invite all families to create photo books where both home language and culture can be shared with peers.
• If language is a barrier to communication with a DLL student’s parent or caregiver, look for organizations or government departments that connect schools with translation assistance. See CPS English Language Learners as an example.

Related Articles

Montessori Dual Language Immersion Programs

Learn how two Montessori bilingual Spanish/English schools utilize a dual-language immersion program to encourage linguistic diversity for their students. Learn More.

Being Bilingual: The Dual Mindset of a Public Montessori Educator

Maria Carvajal, a student support specialist for the National Center for Montessori in the Public Sector, shares insight into the mindset of a public Montessori educator. Learn More.

Dual Language: The Pathway to Peace

Gain insights from an educator's firsthand experience and learn why dual language, Montessori education is shaping the future of our world. Learn More.

By approaching DLL as a whole classroom experience, educators not only support children from multilingual homes, but also widen the world of native English speakers. With some planning and support, educators will be able to accommodate every individual child’s language needs.

About the Author

V. Kulikow is a former Montessori teacher and youth services librarian. She currently works as a UX designer and enjoys content creation both with words and images. On weekends you can find her gardening, taking nature photos, and working on her garden design certification through the Native Plant Trust.

Interested in writing a guest post for our blog? Let us know!

The opinions expressed in Montessori Life are those of the authors and do not necessarily represent the position of AMS.