BUILD Initiative Planning Tool:
Serving Dual Language Learners through the Preschool Grants
Introduction
Dual Language Learners (DLLs) are a fast growing segment of the young child population in the US, yet are being disproportionally
underserved in high-quality pre-k programs. Over the years, states have made many advances in key areas that are important to ensuring that
dual language learners benefit from high quality pre-k. Some of the important levers for ensuring that pre-k programs meet the needs of DLLs
involve the articulation of specific learning expectations for DLLs through states’ Early learning and Development Standards (ELDS), a wellprepared and effective workforce, appropriate curriculum and assessment practices, and meaningful family engagement. With the
announcement of the Preschool Development Grants, both for development and expansion efforts, it has provided states an opportunity to
enhance services to dual language learners. The application requires that states be explicit about activities that will ensure hard to reach,
underserved populations, including dual language learners, participate in pre-k; it also provides several opportunities for DLLs to be addressed
as part of quality improvement strategies. In an effort to support states applying for a grant, this resource outlines several areas of the
application where targeted services to DLLs could be discussed. Although not an exhaustive list, it provides key examples of how particular
selection criteria could be addressed through the lens of providing effective supports for DLLs. Within each section, the document additionally
provides descriptions that highlight best practices for DLLs; includes exemplars from states; and offers suggestions for states to consider while
completing their application that would strengthen their approach to supporting DLLs. We hope this resource will facilitate states learning from
one another regarding how to leverage this opportunity to ensure that DLLs benefit from greater access to high-quality pre-k programs.
SELECTION CRITERION C: ENSURING QUALITY IN PRESCHOOL PROGRAMS
The extent to which the State has an ambitious and achievable plan to ensure program quality, including a
description of how the State will--1) Use no more than XX percent of the funds received over the grant period for State Preschool Program
infrastructure and quality improvements at the State level through activities such as--(a) Enhancing or expanding Early Learning and Development Standards
Clear Statement of Philosophy
Definition
It is important for states to articulate a rationale for their approach to the education of preschool-aged dual language learners. Effective
educational systems that include learning expectations, instructional models, assessment recommendations, and evaluation methods
need a coherent, consistent foundation based on sound research, theory, and/or set of beliefs. It is important for each state to clearly
present what they are promoting and why. There should be no confusion about what the major educational goals are for DLLs, which
values are being promoted in the documents, and how this approach will meet the short and long-term needs of young DLLs.
Exemplar
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BUILD Initiative Planning Tool:
Serving Dual Language Learners through the Preschool Grants
Preschool Teaching and Learning Standards, New Jersey State Department of Education
http://www.nj.gov/education/ece/guide/standards.pdf
“ Students who speak other languages at home especially those students with limited English proficiency, have specific linguistic needs
that must be addressed, that supports their optimal learning and development to ensure that they are provided a quality educational
experience. It is important that administrators and teachers acquire knowledge of the stages of second language development; and
developmentally appropriate strategies, techniques and assessments to maintain, develop and support the home language, and
proficiency in English. Effective instructional practices that provide young English language learners with linguistic and cognitive
support must be embedded within the context of age appropriate classroom routines, hands-on activities and lessons. Strategies for
working with English language learners can be found in each section of the standards… Sensitivity to support for diversity in culture,
ethnicity, language and learning must be woven into the daily activities and routines of the early childhood classroom.”
Considerations
Conduct a review of state pre-k early learning standards and any supporting materials to determine approach for serving DLLs.
Are your standards explicit about supporting the development of the home language in addition to English? If yes, an English language
development approach should be woven into your state’s description of its standards; the standards should include specific
expectations for DLLs progress in English and the home language.
Goals for DLLs are clearly stated in Early Learning and Development Standards
Definition
It is important for states to explicitly describe how expectations and benchmarks will be met for children who are in the early stages of
learning English. States ELDS should provide guidance to ECE teachers and programs on how to evaluate the progress of DLLs and
design effective instruction. States can address this need by including the specific developmental patterns and learning needs of DLLs
throughout all aspects of its Early Learning System (i.e. ELDS, Assessment System, and Program Guidelines); or by integrating the
unique needs of DLLs in a separate domain or throughout all areas in ELDS.
Exemplar
Rhode Island Early Learning and Development Standards
http://rields.com
The Rhode Island Early Learning and Development Standards include standards specific to dual language learners within the language
and literacy domains. The standards offer detailed guidance around what children should be able to do (related to literacy and
language development) in early-stage, mid-stage, and late-stage English language development, including in their home language…” a
An example of a standard is as follows:
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BUILD Initiative Planning Tool:
Serving Dual Language Learners through the Preschool Grants
“Component 4: Language Development of Dual Language Learners, Learning Goal 4.b: Young children become increasingly proficient in
expressing their thoughts and ideas in English:
in mid-stage English language development, children:

Use nonverbal communication, such as gestures or behaviors, to seek attention, request objects, or initiate a response from
others,

Use age-appropriate vocabulary in the home language

Listen and converse in their home language

Use age-appropriate grammar in their home language

Ask a variety of questions (e.g., “what,” “why,” “how,” “when,” and “where”) in their home language

Use simple English expressions that are phonetically correct but may be inappropriate to the context of the conversation or the
situation (pragmatically inappropriate; e.g., missing social, contextual, or self-referential cues)

Combine nonverbal with some verbal communication to be understood by others

Codeswitch (insert a home language word into an English sentence to get the point across when they don’t know the word in
English)

Use telegraphic speech (two-word phrases rather than full sentences, such as “want food”)

Use formulaic speech (expressions that are learned whole, e.g., “I don’t know”)

Use English vocabulary that mainly consists of concrete nouns and some verbs and pronouns

Converse with others in English using two or three words at a time but switch back and forth between English and their home
language

Use some English grammatical markers (e.g., “-ing” or the plural-forming “-s”) and apply at times the rules of grammar of the
home language to English

Use “what” and “why” questions in English, sometimes with errors..”
Considerations
Most states take an English language development approach in the standards. If this is your state, you could consider including specific
expectations for DLLs English language acquisition and home language progress as an important next step in improving upon your
standards for DLLs. States could propose to do this by adding goals for DLLs English language acquisition and home language to their
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BUILD Initiative Planning Tool:
Serving Dual Language Learners through the Preschool Grants
standards as a separate domain, a subdomain within the language, literacy, and communications domain, or even as a companion
document to their ELDS.
(c) Supporting programs in meeting the needs of children with disabilities and English learners; including in
workforce development;
Guidance on Teaching Strategies are Provided
Definition
It is important for ECE programs that serve DLLs to provide additional language supports as well as specific instructional adaptations.
States should provide detailed recommendations on specific teaching practices that will help DLLs comprehend the content of lessons,
develop advanced oral language skills, and grow in their English language development. States can provide this guidance in
accompanying curriculum frameworks or supplementary documents and some have integrated suggested teaching practices
throughout their ELDS.
Exemplar
Texas Pre-kindergarten Guidelines
http://www.tea.state.tx.us/index2.aspx?id=2147495508
“Example of ELL specific standard:
II.C.3. Child investigates and demonstrates growing understanding of the sounds and intonation of the English language (ELL):
The teacher:
 selects words that include sounds common to both languages and separates similar sounds.
 asks children to repeat words before attempting a task.
 has awareness of differences in pronunciation.
 accepts oral approximations.
 includes rhymes that focus on pairing movement and action with rhythmic passages.
 uses choral responses.
 uses phonograms (cat, hat, sat, mat, fat, pat)… “
Considerations
Some states provide teaching strategies for teachers as part of standards, as is the case with Texas. However, states could also propose
to provide this guidance as part of a curricular framework, or curriculum for standards training for teachers of DLLs. A resource could
also be an important component of describing how professional development activities will meet the needs of DLLs.
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BUILD Initiative Planning Tool:
Serving Dual Language Learners through the Preschool Grants
(e) Establishing or upgrading preschool teacher education and licensure requirements;
Teacher Qualifications
Definition
It is important for states to have some guidelines on who should be teaching young dual language learners. ECE teachers who work
with DLL children and families need specialized competencies. It is important for states to outline in some detail what the expectations
are for teachers of DLLs. Plans should be coordinated with the Institutions of Higher Education and accompanied by comprehensive
professional development.
Exemplar
Preschool Program Implementation Guidelines, New Jersey State Department of Education
http://www.nj.gov/education/ece/guide/impguidelines.pdf
“Master teachers with a specialization in bilingual education should possess bilingual or English as a second language certification and
either possess or pursue early childhood certification”
“All teachers working with young children are ground in the knowledge base of… including methods for enhancing language
development in the home language, as well as English”
“Teachers need to recognize the cultural aspect of language; and have a clear understanding of, and respect for the varied linguistic
patterns of diverse children and families... “
“Teachers of English language learners also need to understand dialectical usages of language and typical errors made by young
children learning a new language, so that they can provide targeted support, via age-appropriate strategies to make language
comprehensible.”
Hiring Recommendations
NJ Preschool Program Implementation Guidelines also state that “Districts with a substantial proportion of Dual language learners
(DLL) or children with individualized education plans (IEPs) served in general education classrooms are required to hire bilingual and
inclusion specialists as master teachers” and, “Master teachers with a specialization should, in addition to their other responsibilities,
provide professional development and support for other master teachers regarding inclusion or Dual Language Leaner or English
Language Learner practices”.
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BUILD Initiative Planning Tool:
Serving Dual Language Learners through the Preschool Grants
“Every attempt should be made to employ both a teachers and teacher assistant who speak both English and the second language of
the bilingual children enrolled in their classrooms. There should be at least one adult in the classroom who speaks the primary
language of the English language learners. In classes where there are significant numbers of second language learners, one adult should
speak the home language of the majority of English language learners”
Considerations
States can draw from this exemplar in a number of ways to support the goal of ensuring that DLLs have access to well-prepared and
effective teachers that can meet their unique needs. States responding to this subcriterion could be explicit about requiring teachers
with specific certifications and qualifications to teach in programs with high numbers of DLLs. As in the case of New Jersey, a state can
also be explicit about the qualifications of professional development providers (in this example master teachers) to ensure they have
the necessary competencies to support teachers of DLLs. A state could incorporate hiring recommendations into its agreements with
subgrantees, and finally, states can look at some of the required knowledge of teachers of DLLs outlined in this exemplar and
incorporate it into plans for professional development activities.
(h) Implementing a Comprehensive Early Learning Assessment System;
Recommendations on Assessment
Definition
It is a multistep process that requires all program staff to be knowledgeable about aspects of the linguistic and cultural development of
young dual language learners as well as the specific characteristics and appropriateness of the assessment instruments they use. It is
inappropriate to expect young dual language learners to learn and demonstrate knowledge and skills in the same manner as
monolingual children. The unique linguistic, social, and cultural characteristics of young dual language learners need to be considered
when assessments are conducted and the results are interpreted. Clearly this is a complex process that requires both knowledgeable
and trained professionals as well detailed guidance from states to local programs.
Exemplar
Desired Results Developmental Profile: Preschool (DRDP-PS), California Department of Education
http://www.cde.ca.gov/sp/cd/ci/documents/drdp2010preschooleng.pdf
The Desired Results Assessment System – part of the California
Early Learning and Development System states that “children should be assessed in home language across all domains. Specific
instructions guide teachers on how to document and assess competencies that English Learners demonstrate using their home
language and in the acquisition of English, including measurement of English language development…”
The DRDP also includes KEA component.
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BUILD Initiative Planning Tool:
Serving Dual Language Learners through the Preschool Grants
Considerations
Best practice for DLLs assessment is clear and unequivocal – it is not appropriate to assess DLLs in the same manner that monolingual
children are assessed. Decisions must be made specific to DLLs regarding what instruments are appropriate, what constructs will be
assessed, and in what languages for any state writing to this subcriterion. In this exemplar, CA requires a formative assessment for its
state pre-k programs, which includes measurement of DLLs progress in English language acquisition. Moreover, as an English language
development state, the assessment also recognizes the value of monitoring children’s progress in the home language by providing clear
guidance that children can demonstrate competencies using their home language. The assessment system also has a kindergarten
entry component that generates a profile of children’s learning in both languages to support transition to kindergarten. Note that
procedures for identification of DLLs are described below and language screening is also a component of an assessment system for
young DLLs. In developing an approach to DLL assessment, states should review its approach for serving DLLs, and ensure that selection
of instruments, assessment procedures, and guidance to teachers on assessment are consistent with that approach, as a first step.
(i) Building preschool programs’ capacity to engage parents in decisions about their children’s education and
development, help families build protective factors, and help parents support their children’s learning at home;
Family Engagement Strategies
Definition
It is important for schools and families to work collaboratively. Engaging parents around the importance of maintaining their home
language while their child is learning English is critical to the long-term development of DLLs. Recent work has highlighted specific
practices that can reduce barriers and lead to strengthened family-school partnerships such as: (1) Addressing the bilingual/bicultural
needs of DLL families; (2) Developing warm and mutually respectful relationships with DLL families; (3) Engaging in regular two-way
communication; (4) Approaching DLL families using a strengths-based framework; (5) Engaging families to support their children’s
development at home; and (6) Utilizing community resources to support family engagement. States can provide separate documents or
program guidelines that emphasize strategies such as those listed above.
Exemplar
Family Partnerships Guidelines for Early Childhood Settings, Hawaii Executive Office on Early Learning
http://earlylearning.hawaii.gov/wp-content/uploads/2014/01/Family-Partnership-Guidelines.pdf
PRINCIPLE 2: COMMUNICATING EFFECTIVELY
Families and staff engage in effective reciprocal and ongoing communication to support the success of the children in their care.
Rationale: Robust communication between families and staff is essential for successful partnerships. Conversations characterized by
respect, trust, and a genuine desire to work together reduce misunderstandings and conflict and contribute to alignment and the
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BUILD Initiative Planning Tool:
Serving Dual Language Learners through the Preschool Grants
reinforcement of learning in the home and program/school. Good communication among families, educators, and program staff
provides opportunities for feedback and continuous improvement. This, in turn, results in enhanced child development, an increase in
successful learning experiences, reduced absenteeism and fewer behavioral management issues.
Indicators
2.1 Families and staff work together to identify and implement curriculum and family engagement strategies that are responsive to the
values, cultures, and home languages of enrolled children and families.
2.2 Program/school has written policies that are provided to families during orientation and revisited several times during the year
to support families’ understanding of them. Every effort is made to use interpreters and/or translators as needed.
2.3 Program/school engages with families in active, 2-way communication on an ongoing basis, using a variety of methods to
accommodate individual families’ preferred means of communication.
PRINCIPLE 5: SHARING DECISION-MAKING
Families and staff are partners in decisions that affect children and families. Together, they inform, influence, and create
policies, practices, and programs that benefit children and result in improved child health and learning outcomes.
Rationale: Partnerships must be designed to share decision-making appropriately, reflecting all stakeholder groups, so that all partners
are accountable. Partnerships must be open to all who are willing to contribute their talents. Leadership must include representatives
from all groups, with clear roles and functions, and all participants must share in the workload. Studies show that distributed
leadership of this kind fosters greater involvement of all stakeholders, thereby lessening the burden on educators.
Indicators
5.1 Families and staff discuss the program’s/school’s philosophy regarding child development and education, as well as long-term
goals and objectives, during orientation. Every effort is made to use interpreters and/or translators as needed.
5.3 Families and staff work together to identify and implement curriculum and family engagement strategies that are responsive to the
values, cultures, and home languages of enrolled children and families.
Considerations
States responding to this subcriterion should consider how they will meet the language access rights of DLL families as a first step in
designing a family engagement strategy. This exemplar demonstrates key indicators for meeting this objective, i.e., translation and
interpretation services. Additionally, as states consider how to engage families as partners in their children’s learning and
development goals, the exemplar provides language for describing how to incorporate diverse families in decisions regarding the
reflection of language and culture in curriculum and family engagement activities.
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BUILD Initiative Planning Tool:
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(h) Implementing a Comprehensive Early Learning Assessment System;
(3) Measure the outcomes of participating children across the five Essential Domains of School Readiness during
the first few months of their admission into kindergarten using an assessment or assessments, such as a
Kindergarten Entry Assessment, to achieve the purposes for which the assessment was developed and that
conform with the recommendations of the National Research Council report on early childhood assessments.
Identification Procedures for DLLs
Definition
It is important to identify specific eligibility criteria so that children who need the adapted instruction receive needed services and
those who do not need instructional modifications are not inappropriately served. Ethnicity, immigration and generational status, as
well as family language history all are correlated with language proficiencies, but none is sufficient to identify which preschool children
are, in fact, dual language learners. States identification process should yield information on language experiences and abilities in both
of the child’s languages.
Exemplar
Illinois Administrative Code: Section 228.15 - Identification of Eligible Students
http://www.isbe.net/rules/archive/pdfs/228ark.pdf
“a) Each school district shall administer a home language survey with respect to each student in preschool, kindergarten or any of
grades 1 through 12 who is entering the district's schools or any of the district's preschool programs for the first time, for the purpose
of identifying students who have a language background other than English. The survey should be administered as part of the
enrollment process or, for preschool programs, by the first day the student commences participation in the program. The survey shall
include at least the following questions, and the student shall be identified as having a language background other than English if the
answer to either question is yes:
1) Whether a language other than English is spoken in the student's home and, if so, which language; and
2) Whether the student speaks a language other than English and, if so, which language.
b) The home language survey shall be administered in English and, if feasible, in the student's home language….”
Considerations
Policies and procedures for identification of DLLs can be incorporated into several components of the state’s plan: (1) language
screening and home language survey can be part of a comprehensive assessment system; (2) states can incorporate language screening
and home language surveys as part of the KEA process; (3) the state can describe how its data system tracks children who are
identified as a DLL in pre-k, so that data on kindergarten readiness and other data on DLLs achievement is part of the strategy for
monitoring children’s progress and outcomes.
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BUILD Initiative Planning Tool:
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SELECTION CRITERION E: COLLABORATING WITH EACH SUBGRANTEE AND ENSURING STRONG
PARTNERSHIPS
The extent to which the State has an ambitious and achievable plan to ensure that each Subgrantee is effectively
implementing High-Quality Preschool Programs, including a description of--(9) How the State will ensure the Subgrantee implements culturally and linguistically responsive outreach and
communication efforts to enroll children from families with Eligible Children, including isolated or hard-to-reach
families; helps families build protective factors; and engages parents and families (e.g., builds capacity to support
children’s learning and development) as decision-makers in their children’s education.
Outreach and Recruitment Plans
Definition
It is important for states to promote activities that engage families with DLL children in effort to encourage and maintain enrollment;
support family engagement in the program; and strengthen the capacity to support children’s learning and development. This may
include partnering with immigrant serving organizations; having a dedicated liaison to work on outreach and recruitment; providing
translation or interpretation services; developing materials that is available in multiple languages.
Exemplar
Hard to Reach Toolkit for Programs Serving Preschool Children, Illinois State Board of Education
http://www.isbe.net/earlychi/pdf/engaging_families_toolkit.pdf
The Toolkit offers ideas to help guide Preschool for All providers with each step in their charge of recruiting, enrolling and serving the
hardest to reach families within their communities, including children whose families speak English as a Second Language. The toolkit
offers guidance regarding identifying community need and offering strategies for outreach, transportation, and parent support and
involvement.
Considerations
States can take an important first step in serving DLLs in pre-k by looking at data that identifies pockets of linguistically isolated
families. Going beyond census data, additional resources for this data are LEAs who collect data on dual language learners beginning in
kindergarten (unless they offer pre-k), Title III reports, Head Start programs, and immigrant serving community-based organizations.
Additionally, refugee resettlement agencies or the state’s refugee resettlement office will have data on immigrant communities (see
resource below). States can use these data to identify locations and characteristics of linguistically isolated communities, and target
pre-K services accordingly. In terms of outreach strategies, while the toolkit from IL is not DLL specific, many of the strategies are
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BUILD Initiative Planning Tool:
Serving Dual Language Learners through the Preschool Grants
applicable, and the idea of creating a toolkit for this purpose is an activity that a state could propose to support subgrantees in reaching
DLL families.
U.S. Refugee Resettlement Maps and State Contacts -
This resource provides state and regional data on the arrival of refugee families
and children to the United States and contact information for the Office of Refugee Resettlement by state. This information is useful for
recruitment efforts and community assessments. http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/refugeefamilies/com-assessment.html
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