Supporting Dual Language Learners in State-Funded Preschool. Policy Brief
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| Title: | Supporting Dual Language Learners in State-Funded Preschool. Policy Brief |
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| Language: | English |
| Authors: | Alexandra Figueras-Daniel, Allison Friedman-Krauss, National Institute for Early Education Research (NIEER) |
| Source: | National Institute for Early Education Research. 2026. |
| Availability: | National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org |
| Peer Reviewed: | N |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Reports - Descriptive |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Preschool Children, English Learners, State Policy, State Aid, School Support, Financial Support, Educational Legislation, Federal Legislation, Identification, Enrollment Rate, Educational Policy, Family Programs, Bilingual Teachers, Educational Quality, Preschool Education |
| Geographic Terms: | United States |
| Laws, Policies and Program Identifiers: | Every Student Succeeds Act 2015 |
| Abstract: | Nationally, one-third of children under the age of 5 are Dual Language Learners (DLL), meaning that they are learning English in addition to another home language. Both the number of DLLs in the U.S. and the number of all children attending state-funded preschool are growing. Research shows that high quality preschool benefits DLLs, and benefits can be increased by specific supports for DLLs' home language development and through engagement with their families. This report summarizes information from NIEER's "2024 State of Preschool Yearbook" on states' policies regarding supports for DLLs and their families in state-funded preschool programs. We find that states vary widely in their supports for DLLs, and that state policies often do not match research-recommended best practices for DLLs. We highlight exemplar states and look closely at the ten states with the highest percentages of DLLs in the state. We offer recommendations to strengthen state-funded preschool programs' supports for DLLs and their families. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://nieer.org/research-library/supporting-dual-language-learners-state-funded-preschool |
| Accession Number: | ED681185 |
| Database: | ERIC |
| Abstract: | Nationally, one-third of children under the age of 5 are Dual Language Learners (DLL), meaning that they are learning English in addition to another home language. Both the number of DLLs in the U.S. and the number of all children attending state-funded preschool are growing. Research shows that high quality preschool benefits DLLs, and benefits can be increased by specific supports for DLLs' home language development and through engagement with their families. This report summarizes information from NIEER's "2024 State of Preschool Yearbook" on states' policies regarding supports for DLLs and their families in state-funded preschool programs. We find that states vary widely in their supports for DLLs, and that state policies often do not match research-recommended best practices for DLLs. We highlight exemplar states and look closely at the ten states with the highest percentages of DLLs in the state. We offer recommendations to strengthen state-funded preschool programs' supports for DLLs and their families. |
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