Standards Policies to Support Young Dual Language Learners

Abstract

In response to increasing numbers of young dual language learners (DLL) in American early childhood programs, teachers and administrators have made many and varied attempts to address the unique needs of this population. At times the response has been valiant, at times feeble and inadequate. More often than not, the response has not been sufficient to address their needs in comprehensive and successful ways. We have known for a long time how second languages are acquired and what instructional