Supporting Dual Language Learners with High Quality Interactions

Every year the number of young children learning English while developing another language at home is increasing. In early childhood, these students are typically referred to as dual language learners (DLLs). Nationwide, the National Institute for Early Education Research (NIEER) estimates that 23% of young children—nearly one in four—are DLLs. COVID-19 has disrupted learning and development for children everywhere. However, it is magnifying the educational inequities that have existed for far too long for children of color and those living in poverty—many of whom are also in linguistically diverse families. 

In this webinar, Veronica Fernandez and Sofia Rodriguez will discuss ways in which teachers can draw on what we know about effective interactions to best support dual language learners during remote learning and as children return to school.